Upon successful completion of this assignment, students will
- create a well-organized personal narrative essay that includes all the essential components of a story, such as an introduction, setting, characters, plot (rising action, climax, falling action, and resolution), and conclusion.
- apply descriptive writing techniques, including the use of vivid diction and dialogue, to paint a clear picture in the reader’s mind and maintain an authentic writer’s voice.
- evaluate the effectiveness of their drafting by seeking feedback from peers and revising for clarity, organization, tone, and audience awareness.

Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this assignment, students will
- define and distinguish the various types of phrases and clauses.
- analyze sample texts to recognize and label what phrases and clauses are present.
- construct sentences that incorporate specific types of phrases and clauses.

Author: Pujarinee Mitra
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this assignment, students will
- prepare for reading a text by analyzing its title through the 5W1H (Who, What, When, Where, Why, and How) questioning technique.

Author: Christopher Manes
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this lesson, students will
- analyze a text by completing a graphic organizer that identifies an author’s use of evidence and rhetorical devices.
- evaluate the impact of these devices on the target audience.

A PowerPoint lesson is included

Author: Brandi Morley
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

This handout serves as a tool for introducing students to textual analysis, encompassing its definition, objective, significance, various approaches, and considerations for analyzing text.

Authors: Brandi Morley, C. Anneke Snyder
Editor: Mary Landry
Supervisor: Terri Pantuso

This handout provides definitions and examples of media propaganda techniques, including Name-Calling, Glittering Generalities, Transfer, Testimonials, Plain Folks, Card-Stacking, Bandwagon Appeals, Half-Truths, Loaded Words, Obfuscation, Straw Man Arguments, and Deliberate Manipulation.

Authors: Sharon Haigler, C. Anneke Snyder
Editor: Mary Landry
Supervisor: Terri Pantuso

With this graphic organizer, students can delve into questions about role, audience, format, and topic (RAFT) as part of their exploration of audience and purpose. Specifically, working through the writing RAFT strategy can help a student understand their role as a writer and how to most effectively communicate their ideas.

Author: Brandi Morley
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this assignment, students will
- formulate a researchable, open-ended question on a current and controversial topic that has two clear sides.
- construct a well-structured research proposal that includes credible sources and follows APA format guidelines, including a cover page, in-text citations, and a references page.

Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this lesson, students will
- compose a persuasive letter following the Rogerian argument form, including a summary of opposing views, a statement of position, a proposed compromise, and a conclusion.

Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this lesson, students will
- distinguish between summarizing and paraphrasing.
- practice summarizing and paraphrasing while maintaining the meaning of the original text.

Author: Brandi Morley
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

With this graphic organizer, students not only practice defining various types of evidence and appeals but they also practice specifically identifying when these devices are used within a text and how they help achieve the text’s purpose.

Author: Frances Santos
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this lesson, students will
- revise ineffective thesis statements to improve their clarity, specificity, and arguability.
- compose original thesis statements that align with the characteristics of effective thesis statements.

Author: Brandi Morley, Claire Carly-Miles
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this assignment, students will
- create a persuasive Toulmin Argument by introducing a current and arguable claim, developing grounds with evidence, addressing counterarguments, and concluding with restated claims and implications.

Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

This course covers processes and fundamentals of writing expository essays, including structure, organization and development, diction and style, revision and editing, and mechanics required for college-level writing.

Course Outcomes:

Analyze the rhetorical needs (the needs of their audience in relationship to the assignment) for academically-oriented writing assignments requiring them to use a broad range of critical thinking strategies, particularly analysis and evaluation.
Apply appropriate levels of critical thinking strategies (knowledge, comprehension, application, analysis, synthesis, evaluation) in their written assignments.
Implement appropriate rhetorical elements and organization (introduction, thesis, development and support, definition, narration, comparison, conclusion, etc.) in their written assignments.
Locate, evaluate, and integrate high-quality information and opinion appropriate for college-level analytical and evaluation assignments.
Craft sentences and paragraphs that communicate their ideas clearly and effectively using words, sentence patterns, and writing conventions at a college level to make their writing clear, credible and persuasive.

This composition textbook is designed to serve undergraduate-level writing courses.

This book was designed for Composition I (ENGL 1301) and Composition II (ENGL 1302) courses—specifically, to meet the Academic Course Guide Manual (ACGM) expectations for these courses as defined by the Texas Higher Education Coordinating Board.

The most-distinctive feature of this book is 100+ models essays written by students. Model essays appear as links at the ends of chapters.

The Table of Contents contains hyperlinks that open individual chapters.

This graphic organizer can be used to examine the effect of a literary or rhetorical device on the audience through close reading.

Author: Brandi Morley
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

In the age of Buzzfeeds, hashtags, and Tweets, students are increasingly favoring conversational writing and regarding academic writing as less pertinent in their personal lives, education, and future careers. Writing and Literature: Composition as Inquiry, Learning, Thinking and Communication connects students with works and exercises and promotes student learning that is kairotic and constructive. Dr. Tanya Long Bennett, professor of English at the University of North Georgia, poses questions that encourage active rather than passive learning. Furthering ideas presented in Contribute a Verse: A Guide to First-Year Composition as a complimentary companion, Writing and Literature builds a new conversation covering various genres of literature and writing. Students learn the various writing styles appropriate for analyzing, addressing, and critiquing these genres including poetry, novels, dramas, and research writing. The text and its pairing of helpful visual aids throughout emphasizes the importance of critical reading and analysis in producing a successful composition. Writing and Literature is a refreshing textbook that links learning, literature, and life.

A Guide to Academic Writing written by a sociologist who specializes in the sociology of food among other subjects.