Instructors engaging with the following resource will discover a variety of pre-reading strategies for enhancing their students’ reading comprehension. The resource emphasizes the importance of activating students’ schemata, or prior learning, as a foundation for comprehending new material. Techniques like guided anticipation utilize thought-provoking yes/no statements to initiate conceptual learning, while cloze exercises actively engage students with filling in missing words based on their existing vocabulary. “Writing in the Round” is presented as a collaborative activity fostering an exchange of diverse views, while free writing encourages students to draw upon their memory for a creative exploration of related concepts. By the end of this resource, instructors will discover adaptable strategies applicable to various grade levels and subject areas, providing a comprehensive toolkit for promoting active reading and comprehension among their students.

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

Upon successful completion of this assignment, students will
- analyze five sources that reflect a supporting or opposing stance on the student’s chosen topic.
- create an annotated bibliography that follows the conventions of the genre, such as following APA formatting guidelines, summarizing sources, evaluating source credibility, and explaining the relevance of each source to the research argument.

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

Upon successful completion of this assignment, students will
- analyze the concepts of “segregated coexistence” and “living in community” as proposed by Nicholas Ensley Mitchell in order to evaluate the situations described in the provided articles regarding food security, gentrification, and urban development.
- use Mitchell’s framework to evaluate the quality of diversity in their local college or community context.

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

This handout complements lessons on audience and purpose in writing. It offers questions and examples to help students grasp how understanding their audience and purpose shapes a piece’s content, tone, and structure.

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

Upon successful completion of this lesson, students will
- Identify an audience and tone for your writing as well as explain why identifying these components are important.
- Utilize the RAFT writing strategy to plan an appropriate style according to audience and purpose.

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

With this graphic organizer, students gain practice identifying devices relevant to literary texts and reasoning through how these devices support the author’s purpose.

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

By the end of this activity, students will be able to demonstrate their understanding of the First, Second, and Third Amendments of the Bill of Rights by completing a cloze exercise, using context clues and prior knowledge to fill in key terms without referencing their notes.

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

Upon successful completion of this assignment, students will
- create a persuasive classical argument following the Aristotelian structure, including an introduction, narration, confirmation, counterargument/refutation/concession, and conclusion.

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

Upon successful completion of this lesson, students will
- read, reflect, and respond critically to a text by actively annotating individual thoughts, questions, and responses for each paragraph.

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

Upon successful completion of this lesson, students will
- analyze example sentences to determine whether a comma is needed before the coordinating conjunction based on the presence of independent clauses.

Author: Nicole Hagstrom-Schmidt
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

In this section, you will learn about the importance of ethical considerations and implications of Generative Artificial Intelligence (GenAI), particularly Large Language Models (LLMs) like ChatGPT. This section highlights that LLMs are not inherently good or bad. Instead, the importance of user engagement in ethical practices is emphasized to ensure responsible use of these tools.

Ethical considerations for educators include attention to student privacy, expectations, and consequences—all of which should clearly be defined in syllabus statements, classroom policies, or institutional statements. Meanwhile, ethical implications exist involving varying ethical standards for how people approach LLMs differently, how human and machine bias influence GenAI, and how style guides differ on citing information garnered from ChatGPT.

After reading this section, you should be able to articulate your own ethical queries and concerns related to LLMs, such as ChatGPT, both as a general user and an educator.

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

This resource models a possible research unit for instructors interested in guiding students through contextual literary analysis. As such, this resource outlines strategies for delving into the biographical, historical, and cultural contexts of recommended mentor texts, such as ‘The Yellow Wallpaper’ by Charlotte Perkins Gilman and ‘Hills Like White Elephants’ by Ernest Hemingway. Additionally, this resource provides a suggested pacing for the unit as well as an outline and rubric for crafting and evaluating the final essay. By the end of this section, instructors will be equipped to design their own contextual analysis research unit that suits their class interests and needs.

Author: Katherine Yoerg
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this assignment, students will
- analyze the tone of a given text by evaluating its diction, imagery, details, language, and structure through the DIDLS strategy

Author: Lenora Perry-Samaniego
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this assignment, students will
- analyze a chosen concept through various strategies, such as its connotations, denotations, and more.
- create a well-organized essay that explains and defends a proposed definition for their chosen concept through reasoning strategies, evidence, and credible sources.

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

Upon successful completion of this assignment, students will
- create a well-organized essay that describes in vivid detail a significant person, place, event, moment, or object that has impacted their life or perspective.
- evaluate the effectiveness of their drafting by seeking feedback from peers and revising to improve clarity, organization, and impact.

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

Upon successful completion of this activity, students will
- evaluate the reliability of a source by assessing the credibility and objectivity of its author, research methods and sources, publishing source and date, and more.

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

Upon successful completion of this assignment, students will
- evaluate a given text against a predetermined rating system (unsatisfactory, needs improvement, meets expectations, exceeds expectations, and outstanding).
- compose an evaluation paper that integrates textual evidence, quotes, and paraphrases from the essay to support their ratings and overall assessment.

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

This unit is designed to support instructors as they guide students through the complex analytical, rhetorical, and research skills required to write advanced argumentative essays in a class setting similar to English 1302. Students will need these skills to succeed in most college courses, no matter what their major field of study may be. Content-wise, this unit first focuses on foundational research skills. Students will develop an open-ended, researchable question that guides them through a research proposal and an annotated bibliography, all while attending to source credibility. Building on this research, the unit then moves through the three core forms of argument: the Classical Argument, the Toulmin Argument, and the Rogerian Argument. Lesson presentations, assignments, and other instructional resources are included for each argument type.

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

This unit is designed to support instructors as they guide students through the complex analytical, rhetorical, and research skills required to write advanced argumentative essays in a class setting similar to English 1302. Students will need these skills to succeed in most college courses, no matter what their major field of study may be. Content-wise, this unit first focuses on foundational research skills. Students will develop an open-ended, researchable question that guides them through a research proposal and an annotated bibliography, all while attending to source credibility. Building on this research, the unit then moves through the three core forms of argument: the Classical Argument, the Toulmin Argument, and the Rogerian Argument. Lesson presentations, assignments, and other instructional resources are included for each argument type.

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

This resource features two lesson plans: "Reading Critically for Bias and Tone" and "Reading Critically for Propaganda Techniques." Both of these lessons are designed to help students analyze authors' viewpoints and biases, as well as the general use of persuasive tactics in texts. Through group work, activities, and individual essays, students learn to identify and analyze elements such as word choice, tone, omissions, and propaganda techniques (i.e. straw man arguments, bandwagon appeals, etc.). The resource includes detailed assignment expectations, learning objectives, lesson preparation guidelines, and downloadable worksheets to support classroom implementation.

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