This is a survey course which satisfies the Washington State Board of Education's requirements for competency in both US History, Government, English, and Fine Arts. This course focuses on important themes in American social and political history from Early America to the Civil War with an emphasis on the United States Constitution and its amendments. In addition, students will use primary source art, music, and incorporate drama to analyze and critique American social and political history, develop academic literacy including evaluation of content, examine points of view, and text analysis.

100 illustrated mini-stories

Word Count: 36462

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The subtitle of this course for the spring 2003 term is "American Television: A Cultural History." The class takes a cultural approach to television's evolution as a technology and system of representation, considering television as a system of storytelling and myth-making, and as a cultural practice, studied from anthropological, literary, and cinematic perspectives. The course focuses on prime-time commercial broadcasting, the medium's technological and economic history, and theoretical perspectives. There is much required viewing as well as readings in media theory and cultural interpretation.

Short Description:
This resource is designed specifically to meet the academic writing needs of international students studying at universities in the United States. The materials in the book can be covered within a 14-week semester, but each chapter or section may also be used independently.Based on a series of needs analysis projects, this resource provides an overview of major rhetorical patterns of writing that are commonly used in university settings in the United States. These commonly required genres include descriptive and evaluative summaries, short essays, comparison and contrast assignments, literature reviews, descriptive reports, and proposals. The resource includes chapters that address the structure and purpose of these more common genres, including an awareness of the ways that the target audience and situation should shape the writing of each.

Long Description:
This resource is designed specifically to meet the academic writing needs of international students studying at universities in the United States. The materials in the book can be covered within a 14-week semester, but each chapter or section may also be used independently.

Based on a series of needs analysis projects, this resource provides an overview of major rhetorical patterns of writing that are commonly used in university settings in the United States. These commonly required genres include descriptive and evaluative summaries, short essays, comparison and contrast assignments, literature reviews, descriptive reports, and proposals. The resource includes chapters that address the structure and purpose of these more common genres, including an awareness of the ways that the target audience and situation should shape the writing of each.

A second important focus of the textbook is teaching students how to make effective use of sources within established academic integrity standards. The third focus of the book is on key grammatical forms and constructions that are important in each of the types of writing the students will practice. By treating grammar integratively in context, we hope to address more effectively the aspects that cause difficulties in academic writing.

Word Count: 42280

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This guide is designed to help University of Regina faculty easily discover open educational resources (OER) for their courses. It is primarily a list of open textbooks organized by faculty and department at the University of Regina, but other OER such as videos may also be included. The guide will be continuously updated as new resources are identified and created across the OER ecosystem.

Long Description:
This guide is designed to help University of Regina faculty easily discover open educational resources (OER) for their courses. It is primarily a list of open textbooks organized by faculty and department at the University of Regina, but other OER such as videos may also be included. The guide will be continuously updated as new resources are identified and created across the OER ecosystem.

There are 9 main sections in the guide: Faculty of Media Art and Performance Faculty of Education Faculty of Science Faculty of Nursing Faculty of Kinesiology and Health Studies Faculty of Arts Faculty of Social Work Faculty of Engineering and Applied Science Faculty of Business Administration: Paul J. Hill School of Business

For each resource listed, the following are provided: A short summary of the book based on the content, author, or other features If available, the “Includes” line lists supplementary materials (e.g. exercises) that are available If available, the “May suit” line lists University of Regina courses in which the resource could potentially be adopted (work-in-progress)

Faculty are encouraged to make use of these resources in their courses either as textbooks or as supplementary readings.

Word Count: 77957

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Strategies for College Writers

Long Description:
Upping Your Argument and Research Game helps college writers develop new strategies for creating and analyzing arguments; conducting research; and using these skills to develop essays.

Word Count: 63680

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Word Count: 51684

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 21266

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This work is organized around vocabulary for 5 themes: Psychology, Wellness, Technology, Careers, and Oregon. Each theme has 2 units for a total of 10 units. Each unit contains 24 - 28 target vocabulary words. Other words that may be unfamiliar to students are glossed.

We use this material as our textbook for an intermediate vocabulary class for adult English language learners at our community college. This class meets for 2 hours per week, and we typically use 5 units per 10-week term.

Each unit contains multiple readings. If you are not teaching a vocabulary class, the readings and vocabulary work may be useful supplements in other classes.

Short Description:
Devez-vous traduire pour un public canadien? Nous avons ce qu’il vous faut! Ce livre numérique aborde brièvement les concepts de traduction et de localisation, puis présente une gamme d’outils et de ressources en ligne gratuits, notamment des banques terminologiques, des concordanciers bilingues, des outils pour comparer des variétés linguistiques, des outils de traduction automatique et des portails linguistiques. Dans chaque cas, les outils et les ressources présentés ont une saveur typiquement canadienne pour aider les traductrices et traducteurs à localiser des textes vers l’anglais canadien et le français canadien. Pour chaque outil ou ressource, vous trouverez un petit exercice pratique pour vous aider à démarrer. Alors, qu’est-ce que vous attendez, là?

Long Description:
Devez-vous traduire pour un public canadien? Nous avons ce qu’il vous faut! Ce livre numérique aborde brièvement les concepts de traduction et de localisation, puis présente une gamme d’outils et de ressources en ligne gratuits, notamment des banques terminologiques, des concordanciers bilingues, des outils pour comparer des variétés linguistiques, des outils de traduction automatique et des portails linguistiques. Dans chaque cas, les outils et les ressources présentés ont une saveur typiquement canadienne pour aider les traductrices et traducteurs à localiser des textes vers l’anglais canadien et le français canadien. Pour chaque outil ou ressource, vous trouverez un petit exercice pratique pour vous aider à démarrer. Alors, qu’est-ce que vous attendez, là?

Word Count: 8087

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

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 is an introductory course meant to both expand your knowledge of good essay form and your confidence in your ability to create concise, clear, and cohesive college essays. We’ll look at several different forms of essays and destroy many great pieces of writing in order to learn how the heck we can do that stuff ourselves.

COURSE OBJECTIVES: At the completion of WR121, successful students should be able to:
Analyze the rhetorical needs (the needs of their audience in relationship to the assignment) for academically-oriented writing assignments.
Apply appropriate levels of critical thinking strategies (knowledge, comprehension, application, analysis, synthesis, evaluation) in their written assignments, with a focus on factual, analytical, and evaluative writing.
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 informational, analytical and evaluative 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 precise.

This class covers the process and fundamentals of writing expository essays, including structure, organization and development, diction and style, revision and editing.

COURSE OBJECTIVES: At the completion of WR122, successful students should be able to:
Analyze the rhetorical needs (the needs of their audience in relationship to the assignment) for academically-oriented writing assignments.
Apply appropriate levels of critical thinking strategies (knowledge, comprehension, application, analysis, synthesis, evaluation) in their written assignments, with a focus on factual, analytical, and evaluative writing.
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 informational, analytical and evaluative 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 precise.

A textbook focusing on writing in the workplace, with an emphasis on audience analysis, writing for specific situations, document design, research processes, and visual aids.

Web Writing (2023) by Dr. A Nicole Pfannenstiel is designed to provide a practical, rhetorical approach to web writing and content strategy analysis for students completing advanced writing courses. The eTextbook uses the rhetorical situation and key concepts to help readers/students understand how to write within specific web spaces for specific audiences drawing on appropriate discourse community conventions. It includes a chapter devoted to the rhetorical situation and key concepts to help students analyze and build their understanding of existing communication. It also includes a chapter outlining approaches to content strategy analysis, using the rhetorical situation and key concepts to understand the rich public data provided through social media accounts to support learners understanding effective web writing. The content analysis overview helps students build skills for analyzing writing, for collecting and analyzing qualitative and quantitative social media data, and for drawing conclusions about content strategy best practices.

This student textbook, teacher guide, and supplementary materials help support the development of Adult ESOL learners.

Welcome to Welcome to Maple Falls — Introduction to Reading, Writing, and Grammar for Adult ESOL Learners. Our goal in creating this book was to provide a more structured and grammatical beginning reading and writing book that was flexible enough to help students with no or limited literacy but also aid students with advanced literacy who just haven’t had much exposure to English, so they are at a beginning level.

We designed this book to follow experience-based learning principles, which rely heavily on using adults’ prior learning to increase the accessibility of learning and incorporate new learning. This means creating contexts, readings, activities, and learning opportunities that are immediately relevant to student situations. We see language as a tool to be used by students to achieve social, community, educational, and work-related goals. However, this is not survival English, but a learning informed by research that situates the learner at the center of learning and interacting with materials and classmates to improve their own lives and those of classmates. This type of learning creates self- directed learners and helps learners be ready for problem-solving and critical thinking in authentic situations.

Short Description:
Within these pages, Constance Hodder's poems explore the inner self in context to the physical world.

Long Description:
Within these pages, Constance Hodder finds her voice in poems written that explore inner self often in context of the the physical world. Living out in rural Minnesota surrounded by nature, she weaves this imagery into the fabric of her poetry. Sometimes her poems revisit the past to look closely at life’s strengths as well as it’s fragility; sometimes they take a humorous or fanciful look into her present time in life. In all her poems, she takes the reader into her world of where life remains precious though sometimes difficult.

Word Count: 9381

ISBN: 979-8-9881824-0-5

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Short Description:
An erasure poem.

Long Description:
This book can be downloaded as a free EPUB or PDF file.

Word Count: 14642

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
Who Teaches Writing is an open teaching and learning resource being used in English Composition classes at Oklahoma State University. It was authored by contributors from Oklahoma State University and also includes invited chapters from faculty and staff at institutions both inside and outside of Oklahoma. Contributors include faculty from various departments, contingent faculty and staff, and graduate instructors. One purpose of the resource is to provide short, relatively jargon-free chapters geared toward undergraduate students taking First-Year Composition. Support for this project was provided in part by OpenOKState and Oklahoma State University Libraries.

Long Description:
Who Teaches Writing is an open teaching and learning resource being used in English Composition classes at Oklahoma State University. It was authored by contributors from Oklahoma State University and also includes invited chapters from other institutions both inside and outside of Oklahoma. Contributors include faculty from various departments, contingent faculty and staff, and graduate instructors. One purpose of the resource is to provide short, relatively jargon-free chapters geared toward undergraduate students taking First-Year Composition. Support for this project was provided in part by OpenOKState, Oklahoma State University Libraries, and the Claud D. Kniffin Professorship of Library Service and Education.

Word Count: 63162

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)