Uses annual reports of real companies to illustrate many of the accounting concepts in use in business today. Gaining an understanding of accounting terminology and concepts, however, is not enough to ensure your success. You also need to be able to find information on the Internet, analyze various business situations, work effectively as a member of a team, and communicate your ideas clearly. This text was developed to help you develop these skills.

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

This semester students are asked to transform the Hereshoff Museum in Bristol, Rhode Island, through processes of erasure and addition. Hereshoff Manufacturing was recognized as one of the premier builders of America's Cup racing boats between 1890's and 1930's. The studio however, is about more then the program. It is about land, water, and wind and the search for expressing materially and tectonically the relationships between these principle conditions. That is, where the land is primarily about stasis (docking, anchoring and referencing our locus), water's fluidity holds the latent promise of movement and freedom. Movement is activated by wind, allowing for negotiating the relationship between water and land.

Description: This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 1 (roughly equivalent to beginner to grade 1.5 in the K-12 system). Every of the nine chapters includes a level-appropriate, high-interest reading of approximately 100 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. The online version of this course pack also contains audio recordings of each story in the reader. These recordings, combined with vocabulary and word pattern exercises, prepare the Level 1 student to read each paragraph-long text with greater independence. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.

While many study skills, composition and reading skills texts separate these activities into discrete skills to be learned separately, this books recognizes that these skills are interconnected. A student who struggles with the reading will have a hard time writing about it or discussing it. A student who has inadequate strategies for listening to lectures will struggle to see the connections between the lecture and the reading. Therefore, this book moves away from the “skills and drills” texts that are so common in reading and writing textbooks. Instead, this book features process and provides opportunities for students (and instructors) to think about the best ways to approach academic tasks. For example, a “skills and drills” oriented book might teach students how to take Cornell Notes and use graphic organizers, but it does not provide any information for students that would allow them to decide when it would be best to choose one note taking method over the other. This book’s main focus is helping students develop that sort of judgement.

The Portuguese language lessons of ClicaBrasil highlight aspects of Brazilian culture. They are designed for intermediate to advanced students, but are accessible to everyone. Each lesson includes videos of Brazilians from all walks of life speaking naturally about their lives and their country. All lessons integrate reading, writing, listening and comprehension, grammar, vocabulary, oral communication and cultural activities with the videos. This is also available as a free PDF textbook and as print on demand.

The Portuguese language lessons of ClicaBrasil highlight aspects of Brazilian culture. They are designed for intermediate to advanced students, but are accessible to everyone. Each lesson includes videos of Brazilians from all walks of life speaking naturally about their lives and their country. All lessons integrate reading, writing, listening and comprehension, grammar, vocabulary, oral communication and cultural activities with the videos. This is also available as a free PDF textbook and as print on demand.

This text, or resource, aims to help all students in English composition classes and reading understand the connections and the cohesive aspect of reading and writing. The authors used their own years of teaching both reading and writing for all levels in college to explain concepts in a straightforward and clear manner for students. The goal is that this becomes a FREE resource – students can return to time and time again when they have questions or need a refresher even after their English composition course ends.  

English faculty from West Texas A&M University, Amarillo College, Texas A&M University - Corpus Christi, and Texas A&M University - Galveston teamed up to create this open access resource: College Reading and Writing Foundations. This textbook was primarily created for integrated reading and writing courses but serves as a great refresher or supplement for anyone in college.

NOTE:This is a beta version of College Reading & Writing Foundations being piloted for assessment and revision in Spring 2022. Content will be revised and added throughout 2022, with the final version available December 2022.

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

CRW 111 students gain practice in applying effective strategies for understanding college material by relating generalization to supporting ideas and identifying the patterns into which ideas are structured. Students use computers to develop analytical capabilities in the course's computer lab component. CRW 111 carries 3 credits and meets 3 hours per week.

A multimedia 1st-year German language program based on videos of native speakers and the UT Summer Program in WŸrzburg, Germany. The online textbook includes recorded vocabulary, phonetics lessons, an online grammar component, online comparative polls and internet writing activities.

An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.

The FLLITE website contains a collection of lessons in second language literacy for various languages.

The website is the focal point of the FLLITE Project, which takes the creative moments found in everyday language use as the basis for lessons in second language literacy. By emphasizing language play as central to communication, FLLITE lessons aim to develop language awareness as well as communicative abilities through the integration of speaking, reading, listening, and writing tasks.

The goal of the FLLITE Project is the publication of classroom-tested lessons based on authentic texts in different languages, for example, blogs, Internet memes, YouTube videos, slam poetry, and so forth.

All FLLITE lessons carry an open license that allows you the teacher to…

…access, adapt, and re-use any lesson; and
…contribute a lesson for editorial feedback and publication.

Français interactif is a unique, award-winning 1st-year French curriculum used by learners all over the world. Students explore French language and culture by following the lives of real students who have participated in the UT Summer Program in Lyon, France. The online curriculum includes over 320 videos, vocabulary and phonetics audio, online grammar reference with self-correcting exercises and audio dialogues, verb conjugation and practice tools, internet activities, and a textbook of classroom exercises. Franais interactif was awarded the 2009 CALICO Esperanto Access to Language Education Award and the National Endowment for the Humanities EDSITEment Best of Humanities on the Web award (2005)

This graphic organizer serves as a resource instructors can customize to guide students through specific annotations, such as analyzing the rhetorical situation or analyzing the author’s intention with specific word choices.

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

A guide on how to read an article, for undergraduate students. It’s designed for anthropology classes but might work for other social sciences as well.

This is the 1-credit coreq designed to accompany ENGL 1301. The course has four components: grammar, reading questions, writing style assignments, and reflections. There is a module for each of the components, with templates, videos, and resources. There is also an instructional resources module. 

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

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