This writer’s reference condenses and covers everything a beginning writing student needs to successfully compose college-level work, including the basics of composition, grammar, and research. It is broken down into easy-to-tackle sections, while not overloading students with more information than they need. Great for any beginning writing students or as reference for advanced students!
Open Textbook Library
Browse OER Textbooks from the University of Minnesota's Open Textbook Library. These textbooks are authored and peer reviewed by faculty or other accredited subject matter experts. Many of these textbooks are actively used to teach OER based courses at instiutions across the United States.
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.
Arguments in Context is a comprehensive introduction to critical thinking that covers all the basics in student-friendly language. Intended for use in a semester-long course, the text features classroom-tested examples and exercises that have been chosen to emphasize the relevance and applicability of the subject to everyday life. Three themes are developed as the text proceeds from argument identification and analysis, to the standards and techniques of evaluation: (i) the importance of asking the right questions, (ii) the influence of biases, cognitive illusions, and other psychological factors, and (iii) the ways that social situations and structures can enhance and impoverish our thinking. On this last point, the text includes sustained discussion of disagreement, cooperative dialogue, testimony, trust, and social media. Overall, the text aims to equip readers with a set of tools for working through important decisions and disagreements, and to help them become more careful and active thinkers.
Bad Ideas About Writing counters major myths about writing instruction. Inspired by the provocative science- and social-science-focused book This Idea Must Die and written for a general audience, the collection offers opinionated, research-based statements intended to spark debate and to offer a better way of teaching writing. Contributors, as scholars of rhetoric and composition, provide a snapshot of and antidotes to major myths in writing instruction. This collection is published in whole by the Digital Publishing Institute at WVU Libraries and in part by Inside Higher Ed.
Beyond Argument offers an in-depth examination of how current ways of thinking about the writer-page relation in personal essays can be reconceived according to practices in the care of the self — an ethic by which writers such as Seneca, Montaigne, and Nietzsche lived. This approach promises to reinvigorate the form and address many of the concerns expressed by essay scholars and writers regarding the lack of rigorous exploration we see in our students' personal essays — and sometimes, even, in our own. In pursuing this approach, Sarah Allen presents a version of subjectivity that enables productive debate in the essay, among essays, and beyond.
How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically.
This book offers the "more-is-more" value of designing more peer-to-peer learning situations for developmental and multicultural writers, and a more elaborate view of what happens in these peer-centered learning environments. It offers important implications—especially of directive and nondirective tutoring strategies and methods—for peer-to-peer learning and one-to-one tutoring and conferencing for all teachers and learners of writing.
Business Communication for Success (BCS) provides a comprehensive, integrated approach to the study and application of written and oral business communication to serve both student and professor.
In light of the cost of textbooks and education in general, we undertook this project to create a free resource to be used broadly by students in a business context. We wanted to provide comprehensive coverage of the writing process, but keep our topics relevant to business education. We hope that this textbook provides equal value to both non- and native-English learners alike. Just like we acknowledge that students will continue to develop their writing skills, we expect this project to challenge and further our own skills as writers.
In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field. Calling attention to this paradox in his foreword to the collection, Paul Butler observes, "Many of the chapters work within the liminal space in which style serves as both a centralizing and decentralizing force in rhetoric and composition. Clearly, the authors and editors have made an invaluable contribution in their collection by exposing the paradoxical nature of a canon that continues to play a vital role in our disciplinary history."
The Commons: Tools for Reading, Writing, and Rhetoric gives instructors and students of college writing courses a single source for information on metacognitive critical reading, rhetorical awareness, and MLA formatting basics as well as interesting and relevant reading and viewing content. Its approach is interdisciplinary, bringing in material from ecology, sociology, psychology, technology, popular culture, political science, cultural studies, and literature. Each essay, website, video, infographic, and poem has been carefully chosen to speak to the Eastern Kentucky University community, but everyone can find something that speaks to our common human experience and our need to communicate and connect with one another.
This is a collection of cumulative units of study for conventional errors common in student writing. It's flexible, functional, and zeroes in problems typically seen in writing of all types, from the eternal "there/they're/their" struggle to correct colon use. Units are organized from most simple to most challenging.
The editors of Copy(write): Intellectual Property in the Writing Classroom bring together stories, theories, and research that can further inform the ways in which we situate and address intellectual property issues in our writing classrooms. The essays in the collection identify and describe a wide range of pedagogical strategies, consider theories, present research, explore approaches, and offer both cautionary tales and local and contextual successes that can further inform the ways in which we situate and address intellectual property issues in our teaching.
Critical Expressivism is an ambitious attempt to re-appropriate intellectual territory that has more often been charted by its detractors than by its proponents. Indeed, as Peter Elbow observes in his contribution to this volume, "As far as I can tell, the term 'expressivist' was coined and used only by people who wanted a word for people they disapproved of and wanted to discredit." The editors and contributors to this collection invite readers to join them in a new conversation, one informed by "a belief that the term expressivism continues to have a vitally important function in our field."
Arguments are all around us. Everywhere we look, someone is trying to get our attention, change our minds, or sell us something. Learning about how persuasion works will make you a more thoughtful and skeptical consumer of all that content, so that you can come to your own conclusions and recognize the underlying assumptions that inform those attempts to persuade you. This book is about analyzing others' arguments and crafting your own. The rhetorical choices that you make as a writer–from evidence to structure to tone–impact how your audience will receive your ideas. Using those tools effectively will help your voice be heard.
- Composition and Rhetoric
- English Language Arts
- Material Type:
- Oregon State University
- Amy Guptill
- Anjali Pattanayak
- Carol Burnell
- Emily A Wierszewski
- Jaime Wood
- Kenneth Burke
- Kristy Kelly
- Laura Bolin Carol
- Laura Giovanelli
- Liz Delf
- Mike Caulfield
- Monique Babin
- Nicole Rosevear
- Quentin Vieregge
- Rebecca Jones
- Rob Drummond
- Shane Abrams
- Susan Pesznecker
- Date Added:
Design Discourse: Composing and Revising Programs in Professional and Technical Writing addresses the complexities of developing professional and technical writing programs. The essays in the collection offer reflections on efforts to bridge two cultures — what the editors characterize as the "art and science of writing" — often by addressing explicitly the tensions between them. Design Discourse offers insights into the high-stakes decisions made by program designers as they seek to "function at the intersection of the practical and the abstract, the human and the technical."
EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class. Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to show their learning while also practicing rhetorical awareness techniques for future writing situations.
This OER textbook has been designed for students to learn the foundational concepts for English 100 (first-year college composition). The content aligns to learning outcomes across all campuses in the University of Hawai'i system. It was designed, written, and edited during a three day book sprint in May, 2019.
The reason why Randall Fallows wrote Exploring Perspectives: A Concise Guide to Analysis is simple; to help give students a better understanding of how to discover, develop, and revise an analytical essay. Here is how his 5 chapter book goes about doing just that:The first two chapters focus on the nature of an analysis and what’s involved in writing an analytical essay. First, Randall shows that analysis consists of a balance of assertions (statements which present their viewpoints or launch an exploration of their concerns), examples (specific passages/scenes/events which inspire these views), explanations (statements that reveal how the examples support the assertions), and significance (statements which reveal the importance of their study to personal and/or cultural issues).After showing why each feature should be present throughout an essay, he reveals how to ”set the stage“ for producing one of their own. He first helps students to evaluate their own views on a subject and to examine how these views emerge from their own experiences, values and judgments. He, then, shows them how to research what others have said about the subject and provides suggestions for evaluating and incorporating this research into their own perspectives.Finally, Randall discusses the nature of writing, not as a linear procedure, but as a recursive process where the discovery and clarification of a concept occur simultaneously.The remaining three chapters reveal more specific advice on how to develop an analytical essay.Exploring Perspectives: A Concise Guide to Analysis by Randall Fallows is a great text to prepare any student to write analytical essays for the argument and persuasion courses.
Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings.
Greek and Latin Roots: Part II - Greek is part two of a two part series. This series examines the systematic principles by which a large portion of English vocabulary has evolved from Latin and (to a lesser degree) from Greek. This book focuses on Greek roots. A link to the first part focusing on the Latin roots can be found below. Part II will try to impart some skill in the recognition and proper use of words derived from Greek. There is a stress on principles: although students will be continually looking at interesting individual words, their constant aim will be to discover predictable general patterns of historical development, so that they may be able to cope with new and unfamiliar words of any type that they have studied. They will be shown how to approach the problem by a procedure known as “word analysis,” which is roughly comparable to the dissection of an interesting specimen in the biology laboratory. The text assumes no previous knowledge of Greek, and does not involve the grammatical study of this language—except for a few basic features of noun and verb formation that will help students to understand the Greek legacy in English. All students will be asked to learn the Greek alphabet. This skill is not absolutely essential for a general knowledge of Greek roots in English. However, it will help students understand a number of otherwise puzzling features of spelling and usage. Although there will be some attention paid to the historical interaction of Greek with English, this text is definitely not a systematic history of the English language. It focuses on only those elements within English that have been directly or indirectly affected by this classical language. In order to provide the broadest possible service to students, the text emphasizes standard English vocabulary in current use. The more exotic technical vocabulary of science and medicine can be extremely interesting, but is explored in only summary fashion. Nevertheless, this text should be of considerable value, say, to a would-be botanist or medical doctor, if only by providing the foundation for further specialized enquiry.