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Activating the Schemata [Resource]
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CC BY
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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

Subject:
English Language Arts
English for Speakers of Other Languages (ESOL/ESL)
Reading Foundation Skills
Reading of Informational Text
Material Type:
Activity/Lab
Student Success: Faculty/staff-facing
Teaching/Learning Strategy
Author:
C. Anneke Snyder
Mary Landry
Sharon Haigler
Terri Pantuso
Date Added:
05/28/2024
Annotated Bibliography [Assignment/Rubric]
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CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Homework/Assignment
Author:
C. Anneke Snyder
Kimberly Stelly
Mary Landry
Terri Pantuso
Date Added:
05/29/2024
Annotating Texts: Developing an Evaluative Essay [Assignment/Rubric]
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CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Homework/Assignment
Interactive
Author:
C. Anneke Snyder
Christopher Manes
Mary Landry
Terri Pantuso
Date Added:
05/28/2024
Classical Argument Essay [Lesson/Rubric]
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CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Activity/Lab
Homework/Assignment
Lesson
Author:
C. Anneke Snyder
Kimberly Stelly
Mary Landry
Terri Pantuso
Date Added:
05/29/2024
Commas and Coordinating Conjunctions [Lesson]
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CC BY
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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

Subject:
English Language Arts
Grammar
Material Type:
Lesson
Student Guide
Author:
C. Anneke Snyder
Mary Landry
Nicole Hagstrom-Schmidt
Terri Pantuso
Date Added:
05/29/2024
Contemplating & Exploring Ethical Considerations of Large Language Models
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CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Module
Primary Source
Teaching/Learning Strategy
Author:
Anneke Snyder
Gwendolyn Inocencio
Irene Ai
Jonahs Kneitly
Mary Landry
Sarah LeMire
Shweta Kailani
Terri Pantuso
Date Added:
09/24/2023
Contextual Analysis Research Unit [Resource]
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CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Language, Philosophy, and Culture
Literature
Reading of Literature
Material Type:
Lesson Plan
Unit of Study
Author:
C. Anneke Snyder
Katherine Yoerg
Mary Landry
Terri Pantuso
Date Added:
05/29/2024
Definition Essay [Assignment/Rubric]
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CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Activity/Lab
Homework/Assignment
Author:
C. Anneke Snyder
Kimberly Stelly
Mary Landry
Terri Pantuso
Date Added:
05/28/2024
Description Essay [Assignment/Rubric]
Unrestricted Use
CC BY
Rating
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Activity/Lab
Homework/Assignment
Author:
C. Anneke Snyder
Kimberly Stelly
Mary Landry
Terri Pantuso
Date Added:
05/28/2024
Evaluating Sources [Activity]
Unrestricted Use
CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Activity/Lab
Author:
C. Anneke Snyder
Kimberly Stelly
Mary Landry
Terri Pantuso
Date Added:
05/29/2024
The Evaluative Essay: From Reading to Rating [Assignment/Rubric]
Unrestricted Use
CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Homework/Assignment
Author:
C. Anneke Snyder
Christopher Manes
Mary Landry
Terri Pantuso
Date Added:
05/28/2024
Evidence-Based Research & Argumentation Unit
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CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Activity/Lab
Homework/Assignment
Lesson
Lesson Plan
Unit of Study
Author:
C. Anneke Snyder
Mary Landry
Kimberly Stelly
Date Added:
05/29/2024
Evidence-Based Research & Argumentation Unit
Unrestricted Use
CC BY
Rating
0.0 stars

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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Activity/Lab
Homework/Assignment
Lesson
Lesson Plan
Unit of Study
Author:
C. Anneke Snyder
Kimberly Stelly
Mary Landry
Terri Pantuso
Date Added:
05/29/2024
Generative AI in the Rhetoric & Composition Classroom – 2023 D2S2 Project
Conditional Remix & Share Permitted
CC BY-NC-SA
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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.

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Module
Author:
Anneke Snyder
Gwendolyn Inocencio
Irene Ai
Jonahs Kneitly
Mary (Perkins) Landry
Shweta Kailani
Terri Pantuso
Date Added:
08/21/2023
Incorporating Large Language Models into Reading Practices
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CC BY
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Module
Primary Source
Teaching/Learning Strategy
Author:
Anneke Snyder
Gwendolyn Inocencio
Irene Ai
Jonahs Kneitly
Mary Landry
Sarah LeMire
Shweta Kailani
Terri Pantuso
Date Added:
09/24/2023
Incorporating Large Language Models into the Writing Process
Unrestricted Use
CC BY
Rating
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Module
Primary Source
Teaching/Learning Strategy
Author:
Anneke Snyder
Gwendolyn Inocencio
Irene Ai
Jonahs Kneitly
Mary Landry
Sarah LeMire
Shweta Kailani
Terri Pantuso
Date Added:
09/24/2023
Operational & Theoretical Overview for Using a Large Language Model
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CC BY
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This section is designed to build confidence about what Generative Artificial Intelligence (GenAI) means for the future of education by closely studying the operations, limitations, and theoretical value of a Large Language Model (LLM) like ChatGPT. To this end, this section seeks to explain what language modeling is and how this process contributes to an LLM’s tendency to generate inaccurate information. Additionally, this section considers how the design of an LLM—specifically, the collective knowledge it is trained upon—can contribute to the perpetuation of biases. Lastly, this section encourages critical thinking about the value of an LLM from a theoretical standpoint regarding the writing process and collaborative learning. By the end of this section, you should be able to articulate how an LLM like ChatGPT operates, as well as the value and limitations of this design within the evolution of learning.

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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Module
Primary Source
Teaching/Learning Strategy
Author:
Anneke Snyder
Gwendolyn Inocencio
Irene Ai
Jonahs Kneitly
Mary Landry
Sarah LeMire
Shweta Kailani
Terri Pantuso
Date Added:
09/24/2023
Part 1: Research and Information Literacy Learning Unit [Resource]
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CC BY
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This two-part unit provides instructors with materials to encourage student development of information literacy skills. The unit can be understood as supplemental materials for the OER textbook Informed Arguments: A Guide to Writing and Research with particular focus on the research aspect of writing and argumentation, or the materials could be useful on its own, for instructors who do not teach with the Informed Arguments textbook. It addresses, most specifically, how to find and evaluate source material. It covers things like types of sources, biases, peer-review processes, and other information literacy skills helpful for successful college writing. It includes 1) general instructor notes, 2) an online discussion activity, 3) a quiz about evaluation of sources, 4) a Research Journal (short essay) assignment, 5) a rubric for the short essay, and 6) a further information resource guide for faculty about information literacy and the college classroom.

Part 1: https://pressbooks.library.tamu.edu/engl1301/chapter/research-and-argumentation-teacher-facing-lesson/
Part 2: https://pressbooks.library.tamu.edu/engl1301/chapter/research-and-information-literacy-student-facing-assignment/

Author: Michael Gardin
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Subject:
Composition and Rhetoric
English Language Arts
Reading of Informational Text
Material Type:
Unit of Study
Author:
C. Anneke Snyder
Mary Landry
Michael Gardin
Terri Pantuso
Date Added:
05/29/2024
Part 2: Research and Information Literacy Unit [Resource]
Unrestricted Use
CC BY
Rating
0.0 stars

This two-part unit provides instructors with materials to encourage student development of information literacy skills. The unit can be understood as supplemental materials for the OER textbook Informed Arguments: A Guide to Writing and Research with particular focus on the research aspect of writing and argumentation, or the materials could be useful on its own, for instructors who do not teach with the Informed Arguments textbook. It addresses, most specifically, how to find and evaluate source material. It covers things like types of sources, biases, peer-review processes, and other information literacy skills helpful for successful college writing. It includes 1) general instructor notes, 2) an online discussion activity, 3) a quiz about evaluation of sources, 4) a Research Journal (short essay) assignment, 5) a rubric for the short essay, and 6) a further information resource guide for faculty about information literacy and the college classroom.

Part 1: https://pressbooks.library.tamu.edu/engl1301/chapter/research-and-argumentation-teacher-facing-lesson/
Part 2: https://pressbooks.library.tamu.edu/engl1301/chapter/research-and-information-literacy-student-facing-assignment/

Author: Michael Gardin
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Activity/Lab
Assessment
Homework/Assignment
Unit of Study
Author:
C. Anneke Snyder
Mary Landry
Michael Gardin
Terri Pantuso
Date Added:
05/29/2024
Personal Narrative Essay [Assignment/Rubric]
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CC BY
Rating
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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

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Activity/Lab
Homework/Assignment
Author:
C. Anneke Snyder
Kimberly Stelly
Mary Landry
Terri Pantuso
Date Added:
05/28/2024