1, 2, 3 Write! provides step-by-step instruction to build college writing skills. It combines comprehensive grammar and mechanics review with sentence, paragraph and essay writing techniques and practice. Links to example essays from professional and student writers demonstrate the skills studied and provide reading and critical thinking opportunities.

This OER packet contains the course materials for ENGL 1301 - English Composition I . In academic settings, the reasons for writing fulfill four main purposes: to summarize, to analyze, to synthesize, and to evaluate. You will encounter these four purposes not only as you read for your classes but also as you read for work or pleasure. Because reading and writing work together, your writing skills will improve as you read. Eventually, your instructors will ask you to complete assignments specifically designed to meet one of the four purposes. As you will see, the purpose for writing will guide you through each part of the paper, helping you make decisions about content and style. For now, identifying these purposes by reading paragraphs will prepare you to write individual paragraphs and to build longer assignments.

This resource is an assignment for English 1301 (Composition 1) focused on the role of rhetoric in workplace writing. For this assignment, students prepare a job application packet consisting of a resume and cover letter. To do this, students must find an actual job advertisement posted online (or a job description) to include with their assignment. Students use their knowledge of the rhetorical situation and models of appropriate workplace writing (available from most college and university Career Centers, as well as from the Purdue OWL and UNC Writing Center websites online) to prepare an application packet tailored to the position they want. This assignment provides students with an opportunity to apply what they've learned in class toward a concrete, meaningful goal, and most students respond positively to it.

English 101 focuses on the analysis of basic human issues as presented in literature with an emphasis on analytic reading, writing and discussion, and on development of argumentative essays based on textual analysis, with attention to style, audience and documentation. By writing several analytical, thesis-driven essays which show engagement with and understanding of a variety of texts, students will practice the critical thinking, reading and writing skills which comprise an important component of college and university studies as well as clear, audience-appropriate communications in other professional settings.This class is comprised of a series of three units, each of which is centered around an essay assignment. For each unit, in addition to the essay itself, you‰ŰŞll be asked to respond to reading assignments and to complete exploratory writing assignments. You‰ŰŞll do a lot of reading and writing, and your instructor will ask you to respond to ideas from our texts, from specific assignments, and from each other. Login: guest_oclPassword: ocl

This resource explains the writing process steps and many prewriting strategies to help students come up with ideas for their college writing assignments. The resource was remixed from several other creative commons resources. It can be used as a textbook chapter for students to read and view the videos or as a prewriting assignment. It can also serve as an instructor resource to provide lecture notes and videos or in-class prewriting exercises.This resource was created to align to the English 1301 Student Learning Objective (SLO) "Develop ideas with appropriate support and attribution" as the initial idea-generation step of that process, and it also aligns to the English 1301 SLO "Demonstrate knowledge of individual writing processes," as it begins with explaining the writing process steps.  

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. 

This resource is a template for redesigning a course to include OER. This template was designed for the OER Advanced Skills series in June 2023."Life is Sharing" image published on Wikimedia Commons by Alan Levine (CC BY-SA)

The layout of our book implies there is a beginning, middle, and end to a writing course, but because writing is both an art and a skill, people will find their own processes for learning, improving, and using these skills. Writing processes differ because we are each looking for a workable schemata that fits our way of thinking. Try out a variety of writing processes and strategies, and find what works for you. If you are not uncomfortable on this journey, you simply are not stretching yet.

A quick glance through the book will show you that it deftly covers the basics, which are always important to review as you get ready to build onto your scaffolding. Reminders of terminology that form the foundation of a discipline—as well as explanations, descriptions, and examples of their use in a basic education—are in chapters such as “Critical Reading,” “Writing Basics: What Makes a Good Sentence,” “The Writing Process,” “Punctuation,” and “Working with Words.” These are, of course, fundamentals that you have worked with throughout your education, learning in each course skills and habits that elevate your reading, writing, and thinking abilities. This college writing course will ensure that you take another step up to college and professional writing.

This text is different in its emphasis on research skills and research writing. The form you will learn, the building blocks of that form, the formality, and the sacrosanct crediting of sources is explained here from English professors and our instructional librarian at the college. Leaning on questions that lead to searches for answers that lead to arguments that present your understanding, the chapters “Critical Reading,” “Rhetorical Modes,” and “Argument” will fill out your growing appreciation of and comfort with the research form in everyday life. From the discussion of source types to guidance through the research process to the models of essay deconstruction, you will find that the expectations and language of this text begin with the college-level student in mind.

Working through this text will elevate you into the next stage of writing for a 21st century student and professional.

This is an overview of how to use MLA citations for college papers. It is an introduction with examples of works cited and in-text citations.

This peer review resource is part of the Digital Design for Student Success (D2S2) project, a collaboration between Texas Higher Education Coordinating Board (THECB), Rice University, Texas A & M University, and The University of Texas. Peer review materials are designed for use in any course that uses writing--particularly writing flag (writing intensive) courses in the undergraduate curriculum.

This course covers processes and fundamentals of writing expository essays, including structure, organization and development, diction and style, revision and editing, and mechanics required for college-level writing.

Course Outcomes:

Analyze the rhetorical needs (the needs of their audience in relationship to the assignment) for academically-oriented writing assignments requiring them to use a broad range of critical thinking strategies, particularly analysis and evaluation.
Apply appropriate levels of critical thinking strategies (knowledge, comprehension, application, analysis, synthesis, evaluation) in their written assignments.
Implement appropriate rhetorical elements and organization (introduction, thesis, development and support, definition, narration, comparison, conclusion, etc.) in their written assignments.
Locate, evaluate, and integrate high-quality information and opinion appropriate for college-level analytical and evaluation assignments.
Craft sentences and paragraphs that communicate their ideas clearly and effectively using words, sentence patterns, and writing conventions at a college level to make their writing clear, credible and persuasive.

This composition textbook is designed to serve undergraduate-level writing courses.

This book was designed for Composition I (ENGL 1301) and Composition II (ENGL 1302) courses—specifically, to meet the Academic Course Guide Manual (ACGM) expectations for these courses as defined by the Texas Higher Education Coordinating Board.

The most-distinctive feature of this book is 100+ models essays written by students. Model essays appear as links at the ends of chapters.

The Table of Contents contains hyperlinks that open individual chapters.

In the age of Buzzfeeds, hashtags, and Tweets, students are increasingly favoring conversational writing and regarding academic writing as less pertinent in their personal lives, education, and future careers. Writing and Literature: Composition as Inquiry, Learning, Thinking and Communication connects students with works and exercises and promotes student learning that is kairotic and constructive. Dr. Tanya Long Bennett, professor of English at the University of North Georgia, poses questions that encourage active rather than passive learning. Furthering ideas presented in Contribute a Verse: A Guide to First-Year Composition as a complimentary companion, Writing and Literature builds a new conversation covering various genres of literature and writing. Students learn the various writing styles appropriate for analyzing, addressing, and critiquing these genres including poetry, novels, dramas, and research writing. The text and its pairing of helpful visual aids throughout emphasizes the importance of critical reading and analysis in producing a successful composition. Writing and Literature is a refreshing textbook that links learning, literature, and life.

A Guide to Academic Writing written by a sociologist who specializes in the sociology of food among other subjects.