This collection grew out of my work as a librarian with English instructors at Northwestern Michigan College as they struggled to adapt their composition courses to use Open Educational Resources in order to save their students the cost of an expensive commercial textbook. Composition textbooks include samples of writing that are copyrighted and cannot be printed or shared. This collection is intended to provide instructors with a wide variety of nonfiction examples of good writing that they can use to teach composition. A smaller collection was my final project for the Creative Commons Librarian Certificate program which I completed in March of 2019. These essays were collected from online magazines that offer their articles under Creative Commons licenses. A few are from individual authors who generously agreed to give their work an open license in order to share it for this collection.
Examples and quizzes to reinforce understanding of APA and MLA style and formatting. A quiz bank is available in XHTML or Moodle XML format. These can be imported into a learning management system for students to check their understanding.
Designed specifically for Kwantlen Polytechnic University students, this Pressbook offers interactive activities and strategies for developing academic writing skills. Learners have the opportunity to review key parts of the writing process from interpreting their assignment instructions, organizing their ideas, drafting their writing, and revising their work.
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).
Provides the opportunity for students to work intensively on developing the research claims and arguments in their writing. Open to both Master's and Ph.D. students and designed to maximize cross-fertilization between programs and research areas. First part devoted to reading and writing assignments that guide students in focusing on the connections between their research claims, the evidence that supports those claims, and the reasoning that underlies that support. In the latter part, students provide successive drafts of their project for group commentary and guidance in revision. The purpose of this seminar is to expose the student to a number of different types of writing that one may encounter in a professional career. The class is an opportunity to write, review, rewrite and present a point of view both orally and in written form.
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.
In this learning area, you will learn how to develop an argumentative essay and stronger critical thinking skills. This learning area will help you develop your arguments, understand your audience, evaluate source material, approach arguments rhetorically, and avoid logical fallacies. Here, you’ll also learn about evaluating other arguments and creating digital writing projects related to your argument.
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.
We know you have come to this tutorial because you are a serious writer who wants to write well — and correctly! You have probably heard the word plagiarism and would like to understand it better. You have come to the right place. In this tutorial, you’ll learn:
What plagiarism is
How to recognize seven different kinds of plagiarism
The correct way to use ‘open access’ materials
The consequences of plagiarism
How to avoid plagiarism by doing the following:
Citing sources correctly
Recognizing ‘common knowledge’
Writing good paraphrases
Writing good summaries
Taking careful notes
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.
Covers processes and fundamentals of writing expository essays, including structure, organization and development, diction and style, revision and editing, mechanics and standard usage required for college-level writing.
This project was funded by a grant from the Higher Education Coordinating Commission in Oregon, a grant that ran from July 1, 2016 to June 30, 2017. The text of the book is complete (though, in the way of these things, still evolving), but moving it online is still in progress. The chapters available here are ready to be used or copied; additional chapters will be added during the summer of 2017 as the conversion and final copy edits are completed.
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.
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.
This book is organized into 9 parts, each based on a larger topic that students have chosen to study and write research papers on. Each part contains several short student papers, around 2,000 words each, exploring a different aspect of COVID-19 that relates to science, technology and society. Students were asked to examine their topics through research, gathering primary and secondary sources, both peer reviewed and non-peer reviewed to support their arguments. They were also encouraged to apply several theories often used in studies of Science, Technology and Society, including Actor-Network Theory, Path Dependence, Social Construction and Tragedy of the Commons to their topics. Students were given an introduction to these theories in the course, and they were asked to discuss how one or more of the theories applies and helps to better understand their paper topics. Some students also engaged in additional research on these theories to explore their applicability. Taking advantage of the e-book format, student also used Creative Commons and public domain images, which are not restricted by copyright limitations to help illustrate their points. In addition to their individual chapters, students also worked together to write introductions for different parts of the book. These part introductions contain a brief summary by the students on why they chose to write on a specific larger topic and how their individual chapters relate to the topic. They also give students an opportunity to reflect on how COVID-19 and its impact on the larger topic they are writing about has affected their personal lives.
- Composition and Rhetoric
- Material Type:
- Clemson University
- Aubri Karr
- Blake Swanson
- Caitlyn Sauls
- Caroline Mace
- Carter Fricks
- Christopher Rodriguez
- Daniel Herlong
- Eli Gosnell
- Hannah Freeman
- Hannah Wilson
- Jack Klinge
- Janet Taylor
- Jordan Kinzler
- Josie Hartings
- Kyla Hammock
- Luke Mowery
- Melissa Kostecki
- Nick Stiebler
- Quinton Patterson
- Sarah Mount
- Stanley Finley
- Susan Taylor
- Thomas Neeser
- Thomas Williams
- Will Haskell
- Yang Wu
- Zarionna Robinson
- Date Added:
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."
The essay is divided into Fantastic Philologies and Strange Structures to focus on certain elements of style at a time. The goal of all this, essaying business, is to develop a foundation upon which a fantastic mode, or a style guide, or something, may be built. While the writing beyond is analyzing the literary characteristics of the texts, my goal is to formulate a more developed theory on creating works with high literary value. Fantastic Philologies formulates a way to apply an extremely academic concept to an extremely fantastic foundation of a certain genre. Strange Structures ties in the literary techniques of Weird fantastic fiction. This overall creates a suite of options for analyzing the literary value of a piece of Fantasy.
Here you’ll find extensive support for APA, MLA, and Chicago documentation styles. This section features instructional videos that show you how to set up your papers in APA, MLA, and Chicago formats, interactive checklists, and visual support for both in-text documenting and referencing at the end of your paper. If you’re new to documentation or just need a refresher, the Citations & Documentation area can help.
This is volume 2 of a a two-part instructional text series for first-year composition students. Volume 2 is intended for students who have some college composition and rhetoric knowledge and experience.
"This course is an introduction to the history, theory, practice, and implications of rhetoric, the art and craft of persuasion throughAnalyzing persuasive texts and speechesCreating persuasive texts and speechesThrough class discussions, presentations, and written Assignments and Labs, you will get to practice your own rhetorical prowess. Through the readings, you'll also learn some ways to make yourself a more efficient reader, as you turn your analytical skills on the texts themselves. This combination of reading, speaking, and writing will help you succeed in:learningto read and think criticallytechniques of rhetorical analysistechniques of argumentto enhance your written and oral discourse with appropriate figures of speechsome techniques of oral presentation and the use of visual aids and visual rhetoric."
The purpose of this text, or should we say guide, is to help all students in English composition classes - whether stand-alone or coupled with reading courses - understand the connections and the cohesive aspect of reading and writing. The authors used their own years of teaching both reading and writing, for all levels in college, to explain concepts in a straightforward and clear manner for students. The goal is that this becomes a resource - a FREE resource – students can return to time and time again when they have questions or need a refresher even after their English composition course ends.
English faculty from West Texas A&M University, Amarillo College, Texas A&M University - Corpus Christi, and Texas A&M University - Galveston teamed up to create this open access resource: College Reading and Writing Foundations. This textbook was primarily created for integrated reading and writing courses but serves as a great refresher or supplement for anyone in college.
NOTE:This is a beta version of College Reading & Writing Foundations being piloted for assessment and revision in Spring 2022. Content will be revised and added throughout 2022, with the final version available December 2022.
This textbook is meant for first year English Composition Courses. The text covers the essentials of composition and rhetoric in a recursive manner and introduces research skills.
When you are eager to get started on the coursework in your major that will prepare you for your career, getting excited about an introductory college writing course can be difficult. However, regardless of your field of study, honing your writing skills—and your reading and critical-thinking skills—gives you a more solid academic foundation.
In college, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to do is increased. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your work load can be challenging.
The quality of the work you do also changes. It is not enough to understand course material and summarize it on an exam. You will also be expected to seriously engage with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about a given subject. Educationally, you are moving into deeper waters. A good introductory writing course will help you swim.
In this interdisciplinary seminar, we explore a variety of visual and written tools for self exploration and self expression. Through discussion, written assignments, and directed exercises, students practice utilizing a variety of media to explore and express who they are.
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."
Using a combination of the newest findings in hemispheric science, neuropsychology, and brain development, along with the long-established rhetorical algorithms for analyzing the structure of arguments, this course explores the boundaries of critical and creative thinking in pursuit of developing a clearer and more robust model for the construction and deconstruction of various forms of argument. A variety of "texts" are used to help students develop rhetorical analysis skills, critical thinking tools and a diverse, integrative apparatus for establishing the veracity of truth claims in both academic and cultural contexts.
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."
This course introduces students to the writing process as a means of developing ideas into clear, correct, and effective writing.
This OER packet contains the course materials for ENGL 1301 - English Composition I . In academic settings, the reasons for writing fulfill four main purposes: to summarize, to analyze, to synthesize, and to evaluate. You will encounter these four purposes not only as you read for your classes but also as you read for work or pleasure. Because reading and writing work together, your writing skills will improve as you read. Eventually, your instructors will ask you to complete assignments specifically designed to meet one of the four purposes. As you will see, the purpose for writing will guide you through each part of the paper, helping you make decisions about content and style. For now, identifying these purposes by reading paragraphs will prepare you to write individual paragraphs and to build longer assignments.
This OER packet contains the course materials for ENGL 1302 Composition II Research and Analysis that introduce you to the ways in which the act of writing has the power to help you make connections between yourself and the world. Writing can help you establish your own experiences or ideas in relation to the experiences or ideas of others. In short, it can help you figure out what you think about things and help you to situate those thoughts in relation to the world and among the multitude of opinions and ideas that exist within it. That’s a powerful tool.
This OER packet contains the course materials for ENGL 2311 - Technical and Professional Writing that 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. Technical writing involves communicating complex information to a specific audience who will use it to accomplish some goal or task in a manner that is accurate, useful, and clear. Whether you write an email to your professor or supervisor, develop a presentation or report, design a sales flyer, or create a webpage, you are a technical communicator.
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 resource is an assignment for English 1301 (Composition 1) focused on the role of rhetoric in workplace writing. For this assignment, students prepare a job application packet consisting of a resume and cover letter. To do this, students must find an actual job advertisement posted online (or a job description) to include with their assignment. Students use their knowledge of the rhetorical situation and models of appropriate workplace writing (available from most college and university Career Centers, as well as from the Purdue OWL and UNC Writing Center websites online) to prepare an application packet tailored to the position they want. This assignment provides students with an opportunity to apply what they've learned in class toward a concrete, meaningful goal, and most students respond positively to it.
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
Concise descriptions of how to format a paper and a Works Cited page in Modern Language Association Style
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.