This syllabus relies on three openly licensed textbooks:
Gagich, Melanie and Emilie Zickel. A Guide to Rhetoric, Genre, and Success in First-Year Writing.
Priebe, Sybil, Dana Anderson, and Robin Marman. Writing Unleashed.
Wangler, Sarah and Tina Ulrich, editors. 88 Open Essays: A Reader for Students of Composition and Literature.

Course Description
Offers broad preparation for both academic writing and professional communication. Includes composing for a variety of rhetorical situations, writing for both oneself, and for external audiences. Provides self-guided learning opportunities alongside more structured opportunities for practice with support as needed.

Intended Outcomes for the course
Upon completion of the course students should be able to:
ADAPT: Experiment with different genres.
INQUIRE: Locate relevant information sources in a process of inquiry.
CONNECT: Use rhetorical tools to convey and support a perspective.
REFLECT: Analyze their own learning in writing.

Limiting the debilitating consequences of ageing is a major medical challenge of our time. Robust pharmacological interventions that promote healthy ageing across diverse genetic backgrounds may engage conserved longevity pathways. Here we report results from the Caenorhabditis Intervention Testing Program in assessing longevity variation across 22 Caenorhabditis strains spanning 3 species, using multiple replicates collected across three independent laboratories. Reproducibility between test sites is high, whereas individual trial reproducibility is relatively low. Of ten pro-longevity chemicals tested, six significantly extend lifespan in at least one strain. Three reported dietary restriction mimetics are mainly effective across C. elegans strains, indicating species and strain-specific responses. In contrast, the amyloid dye ThioflavinT is both potent and robust across the strains. Our results highlight promising pharmacological leads and demonstrate the importance of assessing lifespans of discrete cohorts across repeat studies to capture biological variation in the search for reproducible ageing interventions.

Who Built America? includes a free online textbook, primary document repository, and teaching resource created by the American Social History Project/Center for Media and Learning at the Graduate Center of the City University of New York. The textbook and supplemental resources survey the nation’s past from an important but often neglected perspective—the transformations wrought by the changing nature and forms of work, and the role that working people played in the making of modern America.

Who Built America? offers a thirty-chapter textbook accompanied by drawings, paintings, prints, cartoons, photographs, objects, and other visual media, including links to ASHP/CML’s ten documentary videos and teacher guides that supplement the book’s themes and narrative and offer perspectives on the past that were often not articulated in the written record. Each chapter includes first-person “Voices” from the past—excerpts from letters, diaries, autobiographies, poems, songs, journalism, fiction, official testimony, oral histories, and other historical documents—along with a timeline and suggestions for further reading.

This online edition features supplemental materials designed to help readers understand the practice of history. The more than forty A Closer Look essays, offer readers an in-depth investigation of a significant historical event, cultural phenomenon, or trend that is otherwise only touched upon in a chapter. The seven Historians Disagree essays provide readers with historiographic perspectives on how scholars’ approaches to key topics have changed over time, illuminating how history is an ever-evolving field of study.

The OER also includes the History Matters Repository, featuring more than 2,000 primary source resources from the History Matters: The U.S. Survey Course on the Web site. The items in this fully searchable repository contain contextual headnotes and links to related documents.

The goal of these three modules is to support community building while sharing and making use of best practices for writing. More specifically, the conversation centers on a common experience, namely the COVID-19 pandemic, through diverse perspectives and mediums, providing greater awareness of what we share and how we differ within communities as we work through challenges. In addition, students will be encouraged to integrate their own voices into the conversation, understanding the value of their perspective to themselves and others while increasing their understanding of college writing and its conventions.

*These modules are constructed to support insertion at any point in the term.

Implementation Goals:
*Common themes to allow students to bring forward their own experiences in reflecting on and challenging resources
*Multiple pathways to issues and themes (video, audio, textual, etc.)
*Diverse perspectives and critical thinking modeled generated in group discussion
*Clarity in connection between goals and objectives
*Student choice of focus in long papers to support their plans and priorities
*Clear rubrics to be used for discussion posts, rough drafts, and final grading
*Offer option for written or audio feedback on drafts and final papers