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.

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

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
- 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

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

With this graphic organizer, students gain practice identifying devices relevant to literary texts and reasoning through how these devices support the author’s purpose.

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

By the end of this activity, students will be able to demonstrate their understanding of the First, Second, and Third Amendments of the Bill of Rights by completing a cloze exercise, using context clues and prior knowledge to fill in key terms without referencing their notes.

Author: Sharon Haigler
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 lesson, students will
- read, reflect, and respond critically to a text by actively annotating individual thoughts, questions, and responses for each paragraph.

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

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.  

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

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 the tone of a given text by evaluating its diction, imagery, details, language, and structure through the DIDLS strategy

Author: Lenora Perry-Samaniego
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

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

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