Writing in College: From Competence to Excellence is designed for students who have largely mastered the conventions of high-school level writing and are now rising to meet more the advanced expectations of college. Students will find in Writing in College a warm invitation to think of themselves as full, self-motivated members of the academic community. With concise explanations, clear multi-disciplinary examples and empathy for the challenges of student life, this short textbook both explains the purposes behind college-level writing and offers indispensable advice for organization and expression.

The editors of Writing in Knowledge Societies provide a thoughtful, carefully constructed collection that addresses the vital roles rhetoric and writing play as knowledge-making practices in diverse knowledge-intensive settings. The essays in this book examine the multiple, subtle, yet consequential ways in which writing is epistemic, articulating the central role of writing in creating, shaping, sharing, and contesting knowledge in a range of human activities in workplaces, civic settings, and higher education. Writing in Knowledge Societies helps us conceptualize the ways in which rhetoric and writing work to organize, (re-)produce, undermine, dominate, marginalize, or contest knowledge-making practices in diverse settings, showing the many ways in which rhetoric and writing operate in knowledge-intensive organizations and societies.

The teaching of writing in colleges and universities tends to focus on academic essays and research papers. Writing in the disciplines, on the other hand, refers to writing assignments tailored to the genres of a specific discipline or field. For instance, a science course might require students to write a lab report, while a sociology course might assign a case study.

Writing the Nation: A Concise Guide to American Literature 1865 to Present is a text that surveys key literary movements and the American authors associated with the movement. Topics include late romanticism, realism, naturalism, modernism, and modern literature.

This course packet seeks to develop the upper level engineering student’s sense of audience and purpose in a research-based context with workplace constraints. It requires the student to choose a technical topic of interest and research it to solve for a specific problem or to meet a typical industry need by way of several assignments: Unsolicited Research Proposal, Progress Report, Visual Aids, and Oral Presentation, all of which lead to the Formal Report. This approach readies students to write informatively and persuasively in the engineering workplace, providing excellent examples of each assignment contributed by former students whose Formal Reports have won first place in the annual Technical Writing Competition. Because users can rely on demonstrably excellent student examples to understand the concepts behind assignments that build on one another rather than on disparate textbook examples, they tend to write better and to be more confident producing documents and giving presentations. In short, they recognize they are among their own in a class that challenges many engineering students. Moreover, since all the Formal Reports have won awards, convincing students they are using good models with which to create their own documents is relatively easy. Finally, mining excellent student documents makes certain skill-sets clearer, according to former students. For instance, students can follow along as the writer does the following: identifies and proves a problem or need exists; creates the research objectives that lead to the method with which they will address the issue; and develops persuasive strategies for convincing both executive and engineering readers. Similarly, these student papers demonstrate how to discern among results, conclusions, and recommendations and show correct use of sources and visuals.

In Yoga Minds, Writing Bodies, Christy Wenger argues for the inclusion of Eastern-influenced contemplative education within writing studies. She observes that, although we have "embodied" writing education in general by discussing the rhetorics of racialized, gendered, and disabled bodies, we have done substantially less to address the particular bodies that occupy our classrooms. She proposes that we turn to contemplative education practices that engages student bodies through fusing a traditional curriculum with contemplative practices including yoga, meditation, and the martial arts. Drawing strength from the recent "quiet revolution" (Zajonc) of contemplative pedagogy within postsecondary education and a legacy of field interest attributable to James Moffett, this project draws on case studies of first-year college writers to present contemplative pedagogy as a means of teaching students mindfulness of their writing and learning in ways that promote the academic, rhetorical work accomplished in first-year composition classes while at the same time remaining committed to a larger scope of a writer's physical and emotional well-being.

In Yoga Minds, Writing Bodies, Christy Wenger argues for the inclusion of Eastern-influenced contemplative education within writing studies. She observes that, although we have "embodied" writing education in general by discussing the rhetorics of racialized, gendered, and disabled bodies, we have done substantially less to address the particular bodies that occupy our classrooms. She proposes that we turn to contemplative education practices that engages student bodies through fusing a traditional curriculum with contemplative practices including yoga, meditation, and the martial arts. Drawing strength from the recent "quiet revolution" (Zajonc) of contemplative pedagogy within postsecondary education and a legacy of field interest attributable to James Moffett, this project draws on case studies of first-year college writers to present contemplative pedagogy as a means of teaching students mindfulness of their writing and learning in ways that promote the academic, rhetorical work accomplished in first-year composition classes while at the same time remaining committed to a larger scope of a writer's physical and emotional well-being.

Perhaps you remembered what the title of your book means from your previous experiences with Spanish. That is a great start! As you begin the equivalent of a second semester Spanish course with these materials, some of you might think about how long it has been since you studied Spanish while others may come to the class with some background knowledge. We want you to know this book has been designed with many types of learners in mind. Our goals were to address the need for students to achieve the ability to communicate in written and spoken form. We sought to address a common statement by students that may have previous experiences, be they from secondary school or another college that say, “I have studied Spanish for years and don’t know how to speak or write it.” We also sought to present a reasonable alternative to the expensive textbooks and online packages that don’t seem to be practical or relevant. We sought to enhance second language learning by creating our own materials that take a new approach, the flipped classroom model, to learning a second language based upon the skills that we deem most useful and that will enable our students to confidently express themselves in Spanish–tú puedes con Yo puedo 2.

This text is meant to be used in any first year College Composition class or as a general guide to college writing. The book focuses on writing as a process, not a product. The goal is to help students discover their own writing process, trying out different methods and strategies to find what works best for them.

eComma is a social reading tool teachers can install in their Learning Management System (LMS). It allows students and teachers to read and annotate texts together, pooling their knowledge and perspectives for a deeper understanding and analysis of what they are reading. The eComma website linked here explains how to explain the tool in an LMS and has a user guide and case studies with ideas for how to use it in a class.