This course is designed around analyzing intimate bonds and the permutations of heartbreak. Through the analysis of a set of relations in novels, short stories, poetry, music videos, and live theatre, we will consider the transformative states of the lover’s (un)becoming, for how consciousness is constituted by bonds yet how the lover transcends crisis in the moment of the epiphany that surfaces in love’s very failure; indeed, love itself becomes narcissistically yet optimistically illuminating, even in its oppressive hold.

In this course we will read essays, novels, memoirs, and graphic texts, and view documentary and experimental films and videos which explore race from the standpoint of the multiracial. Examining the varied work of multiracial authors and filmmakers such as Danzy Senna, Ruth Ozeki, Kip Fulbeck, James McBride and others, we will focus not on how multiracial people are seen or imagined by the dominant culture, but instead on how they represent themselves. How do these authors approach issues of family, community, nation, language and history? What can their work tell us about the complex interconnections between race, gender, class, sexuality, and citizenship? Is there a relationship between their experiences of multiraciality and a willingness to experiment with form and genre? In addressing these and other questions, we will endeavor to think and write more critically and creatively about race as a social category and a lived experience.

Word Count: 35174

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Word Count: 30273

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The Reading/Writing Connection in Libraries

Short Description:
Writing Boxes: The Reading/Writing Connection in Libraries is a guidebook and source of programming inspiration for all librarians working with early to young adult readers. Librarians will find thematic, easy to implement, hour-long writing workshops that require only paper, markers, and excited young writers. Writing Boxes further explores the essential connection between reading and writing by pairing each workshop with mentor texts to model writing, providing librarians with exemplary books to spark writing responses across genres, formats, and curricula. For a digital PDF, download here

Word Count: 36531

ISBN: 978-1-946135-55-1

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Writing Commons aspires to be a community for writers, a creative learning space for students in courses that require college-level writing, a creative, interactive space for teachers to share resources and pedagogy. Our primary goal is to provide the resources and community students need to improve their writing, particularly students enrolled in courses that require college-level writing. As mentioned in 'About Us', we believe learning materials should be free for all students and teachers‰ part of the cultural commons. Hence, we provide free access to an award-winning, college textbook that was published by a major publisher and awarded the Distinguished Book Award by Computers and Composition: an International Journal.

Writing Commons is an encyclopedia for writers, speakers, and knowledge workers. Since 2008, we have published original articles on topics of interest to writers, speakers, and knowledge workers. Over 11 million students and teachers worldwide use Writing Commons for help with their college-level coursework in academic, workplace writing, STEM writing. Writing Commons serves as the required writing textbook for students in composition, professional and technical writing, workplace writing, business writing, fiction writing, and poetry writing courses. Beyond the classroom, Writing Commons is the go to source for professionals in workplace writing settings.

This course focuses on the period between roughly 1550-1850. American ideas of race had taken on a certain shape by the middle of the nineteenth century, consolidated by legislation, economics, and the institution of chattel slavery. But both race and identity meant very different things three hundred years earlier, both in their dictionary definitions and in their social consequences. How did people constitute their identities in early America, and how did they speak about these identities? Texts will include travel writing, captivity narratives, orations, letters, and poems, by Native American, English, Anglo-American, African, and Afro-American writers.

Short Description:
"Writing Fabulous Features" teaches the art and craft of feature writing to help readers learning to write non-fiction with flair.

Long Description:
“Writing Fabulous Features” teaches the art and craft of feature writing to help readers learning to write non-fiction with flair through examples, expert insights, writing techniques and quick tips.

Word Count: 38534

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Word Count: 161614

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Writing Guide with Handbook aligns to the goals, topics, and objectives of many first-year writing and composition courses. It is organized according to relevant genres, and focuses on the writing process, effective writing practices or strategies—including graphic organizers, writing frames, and word banks to support visual learning—and conventions of usage and style. The text includes an editing and documentation handbook, which provides information on grammar and mechanics, common usage errors, and citation styles.

Writing Guide with Handbook breaks down barriers in the field of composition by offering an inviting and inclusive approach to students of all intersectional identities. To meet this goal, the text creates a reciprocal relationship between everyday rhetoric and the evolving world of academia. Writing Guide with Handbook builds on students’ life experiences and their participation in rhetorical communities within the familiar contexts of personal interaction and social media. The text seeks to extend these existing skills by showing students how to construct a variety of compelling compositions in a variety of formats, situations, and contexts.

These course materials were designed for English Composition II at Southwest Tennessee Community College (Memphis, TN) by a team of faculty and support staff (Dr. Adam Sneed, Dr. Loretta McBride, Dr. Thomas Cole, & Vivian Stewart). This project was supported through grants from Southwest Tennessee Community College and the Tennessee Board of Regents (TBR). Course resources include:a Writing and Research Handbook with practical writing instruction, links to reliable online writing resources, "remixed" content from other high-qualiity OER handbooks, and original content that helps students successfully navigate the writing resources available to them at Southwest Tennessee Community College, andfive assignment modules, each centered on one major writing assignment and supported by evaluative rubrics; low-stakes scaffolding assignments (prewritings, quizzes, and worksheets); guided peer review workshops; research guides that link to a mix of OER, OA, and ZTC sources available through library subscription services; and other materials.

Word Count: 20727

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This text is written to accompany a course that teaches the fundamentals of writing skills.

Robo Grader - When Artificial Intelligence (AI) Becomes the Evaluator of Writing

Short Description:
As schools, as well as the workplace, become more automated, and remote or distance learning/working becomes the “new normal,” understanding and leveraging artificial intelligence will become a critical skill. Order a print copy: https://www.lulu.com/en/us/shop/alise-lamoreaux/writing-instruction-tips-for-automated-essay-graders/paperback/product-2rpzye.html

Long Description:
My goal for this book is to create an understanding of what AEG can assess and provide tips for the best practices and skills to develop when facing AEG systems. There are many arguments regarding teaching to a test, and that Robo-grading is harming writing instruction, but regardless of those opinions, students are being evaluated on the basis of artificial intelligence and their transition to college or the workplace is being impacted. The testing industry is the clear winner in the standardized testing movement. Rather than making software recognize “good” writing, they will redefine “good” writing according to what the software can recognize. Considering the resources being put into perfecting Robo-grading, it’s likely that we will see rapid expansion in the use of artificial intelligence as an evaluation tool. It’s important to give students a chance to learn to “think” like a Robo-grader.

Order a print copy: https://www.lulu.com/en/us/shop/alise-lamoreaux/writing-instruction-tips-for-automated-essay-graders/paperback/product-2rpzye.html

Word Count: 13854

ISBN: 978-1-63635-070-7

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This is an open-educational-resource (OER) composition textbook developed at McLennan Community College.  Its content is provided freely for use to writing instructors and students.  While this book has been designed for use in college-level, freshman-composition courses, if it serves your purposes in any other level of instruction, we are happy to share it with you.

A Scholarly Writing Textbook

Short Description:
An accessible and inclusive scholarly writing textbook that empowers students to contribute to scholarly conversations in their disciplines and asks them to consider how their contributions can be shared with the communities beyond the university. Examples are specific to Land & Food Systems and Forestry.

Long Description:
An accessible and inclusive scholarly writing textbook that empowers students to contribute to scholarly conversations in their disciplines and asks them to consider how their contributions can be shared with the communities beyond the university. Examples are specific to Land & Food Systems and Forestry.

Word Count: 28113

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This was originally published as an introduction to Gurevich’s first OER publication, “Critical Thinking.”(The material is curated and presented to be applicable for subjects and assignments across a number of academic disciplines.)

Emerging from the International WAC/WID Mapping Project, this collection of essays is meant to inform decision-making by teachers, program managers, and college/university administrators considering how writing can most appropriately be defined, managed, funded, and taught in the places where they work. Writing Programs Worldwide offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.