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

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

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

These worksheets are designed to help students practice the placement of the proper punctuation between independent clauses. These worksheets are designed to supplement previously generated lessons rather than as a stand-alone lesson.

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 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

This worksheet is designed to help students develop the ability to identify unclear pronoun usage in their own writing. To achieve this ability, students are shown examples of demonstrative determiners and unclear antecedents as well as strategies to help them avoid these mistakes in their own work. This worksheet is designed to supplement previously generated lessons rather than as a stand-alone lesson.

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

This assignment asks students to take bibliographic data and generate a properly formatted APA citation. After completing questions #1-8, they are then asked to create 3 properly formatted in-text citations in APA style. Finally, they are asked to take the first 8 citations and turn them into a properly formatted reference sheet, attached to the end of the worksheet. Depending on skill level, the instructor may choose to allow them to use an aid (like Purdue Owl) to construct the citations or do them from memory. This assignment is best used to assess students’ understanding of APA and provide them with low-stakes practice of these formatting skills. 

This assignment asks students to take bibliographic data and generate a properly formatted MLA citation. After completing questions #1-8, they are then asked to create 3 properly formatted in-text citations in MLA style. Finally, they are asked to take the first 8 citations and turn them into a properly formatted reference sheet, attached to the end of the worksheet. Depending on skill level, the instructor may choose to allow them to use an aid (like Purdue Owl) to construct the citations or do them from memory. This assignment is best used to assess students’ understanding of MLA and provide them with low-stakes practice of these formatting skills.

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 assignment asks students to answer various formatting questions related to MLA style. Depending on skill level, the instructor may choose to allow them to use an aid (like Purdue Owl) to construct the citations or do them from memory. This assignment is best used to assess students’ understanding of MLA and provide them with low-stakes practice of these formatting skills. All highlighted areas are the correct answers of the multiple choice questions; highlights should be removed from the worksheet before giving to students.

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.

By utilizing this handout, instructors can guide students in mastering the art of writing compelling thesis statements and recognizing their essential components

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

This lesson aims to acquaint students with academic writing and the importance of grammar rules in this formal type of writing. They will familiarize themselves with subject-verb agreements; past, present, and future tense; passive and active voices; and modal auxiliaries.