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
- 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 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

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

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
- 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 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