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, you‰ŰŞll be asked to respond to reading assignments and to complete exploratory writing assignments. You‰ŰŞll 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

A collection of digital texts curated by the College of DuPage Composition Steering Committee to align with ENGLISH 1101: Composition 1 course objectives. These materials are freely available online and are licensed as indicated in the source material.

Concise descriptions of how to format a paper and a Works Cited page in Modern Language Association Style

First-Year Composition was created to act as a guide for instructors and students to achieve composition course objectives and to create a consistent, cohesive experience across composition courses at universities in Colorado and Wyoming. We have provided a variety of assignments that can be adapted to various teacher interests and student experiences with writing.

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.

This two-part resource is designed to support instructors and students as they navigate the presence of generative AI tools, specifically Large Language Models (LLMs) such as ChatGPT, in the rhetoric and composition classroom. Part I of this resource offers an instructor-focused introduction to what LLMs are and how they operate, as well as an in-depth exploration of the privacy concerns and ethical considerations related to using a tool like ChatGPT. Additionally, Part I provides insights on the practical application of LLMs within the realm of reading and writing in the rhetoric and composition classroom, while promoting a modified stasis theory as a strategy for evaluating any generated output.

Part II of this resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond.

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 a great question you might be asking yourself, and if you’re not asking it, you probably should be. If you are a native speaker of English, you don’t even have to think about it to use grammar correctly, at least for the most part. If you have ever watched a child develop language, you know that, at a very young age, children know what is necessary for language to make sense.

How Arguments Work takes students through the techniques they will need to respond to readings and make sophisticated arguments in any college class. This is a practical guide to argumentation with strategies and templates for the kinds of assignments students will commonly encounter. It covers rhetorical concepts in everyday language and explores how arguments can build trust and move readers.

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.

This resource is intended for a co-requisite Integrated Reading and Writing (INRW) course. It includes the following:States objectives for the assignmentIncludes an instructional page describing what a thesis is and provides an example States instructions for students to create a thesis they could use in an argumentative essay (Essay 2 in my course) Features videos and activities from Excelsior College Online Writing Lab, which are is licensed under a Creative Commons Attribution-4.0 International LicenseIncludes assignment rubric.

Basic Reading and Writing Text. This work is licensed under a Creative Commons Attribution 4.0 International License.The Word on College Reading and Writing. Creative Commons Attribution NonCommercial.Collin College Logo. This work is licensed under a Creative Commons Attribution 4.0 International License. 

In this section, we will examine how generative AI (GenAI) tools may assist with academic reading and research. Examples of content generated by ChatGPT will show how GenAI may be incorporated into a classroom setting. Each section offers suggestions for use and various strategies that could be incorporated for those who wish to allow the use of these tools for assignments. Included throughout are suggestions on how to promote students’ ethical and effective use of these tools and to possibly limit their use if desired. By the end of this section, you should be able to use GenAI to support reading practices.

Author: Jonahs Kneitly
Contributors: Gwendolyn Inocencio, Mary Landry, C. Anneke Snyder
Designers: Irene AI, Sweta Kailani
Supervisors: Terri Pantuso, Sarah LeMire

In this section, illustrative examples from ChatGPT show how to incorporate Large Language Models (LLMs) into the writing process while considering ethical concerns associated with such tools, namely avoiding plagiarism or exploitation of AI-generated content. The advent of public access to LLMs means they are now a critically important aspect of digital information literacy. As such, this technology must be addressed in the composition classroom with guided instruction. We recommend a strategy that models application of a modified version of stasis theory to all LLM-generated content.

After reading this section you should be prepared to teach stasis theory as a strategy for continual interrogation that helps rhetors discern whether generative-AI content exhibits appropriate depth, scope, and quality, along with the appropriate next steps in argumentation, writing, or research.

Author: Gwendolyn Inocencio
Contributors: C. Anneke Snyder, Mary Landry, Jonahs Kneitly
Designers: Irene AI, Shweta Kailani
Supervisors: Terri Pantuso, Sarah LeMire

From the OER Commons Description: 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.

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!

Welcome to Intermediate College Writing: Building and Practicing Mindful Writing Skills, an open textbook designed for use in university‐level courses that focus on cultivating study skills alongside effective academic and workplace writing skills. It offers a no‐cost alternative to commercial products, combining practical guidance with interactive exercises and thoughtfully designed writing opportunities.

This textbook’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. The book adapts, builds upon, and expands material covered in our first open textbook, Mindful Technical Writing: An Introduction to the Fundamentals (Atkinson & Corbitt, 2021).

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.

"This book acknowledges our changing information landscape, covering key concepts in information literacy to support a research process with intention. We start by critically examining the online environment many of us already engage with every day, looking at algorithms, the attention economy, information disorder and cynicism, information hygiene, and fact-checking. We then move into an exploration of information source types, meaningful research topics, keyword choices, effective search strategies, library resources, Web search considerations, the ethical use of information, and citation." From the Introduction.