This book is a free and open resource for composition instructors and students, full of essays that could supplement OER rhetoric and writing texts that lack readings. All of the essays in this reader are versatile rhetorically and thematically. It is arranged alphabetically by author name. Each essay has a series of hashtags that apply to the essay in some way. You can search for essays thematically for topics like education, the environment, politics, or health. You can also search for essays based on composition concepts like analysis, synthesis, and research. You can search for essays that are based on shared values, essays that rely heavily on ethos, logos, or pathos, essays that are very kairos-dependent, and essays that are scholarly.

This resources is also available here: https://human.libretexts.org/Bookshelves/Literature_and_Literacy/Book%3A_88_Open_Essays_-_A_Reader_for_Students_of_Composition_and_Rhetoric_(Wangler_and_Ulrich)

Table of Contents:

I. Unit 1: Introduction to the Course
II. Unit 2: Writing Process
III. Unit 3: Writing Structure
IV. Unit 4: The Literary Analysis
V. Unit 5: Peer Editing Workshops
VI. Unit 6: Practice Exam Materials
VII. Unit 7: The Research Process
VIII. Unit 8: The Illustration/Example Essay
IX. Unit 9: The Narrative Essay
X. Unit 10: The Final Project and Portfolio

Also available here: https://courses.lumenlearning.com/atd-bhcc-acceleratedenglish/

Available here as a PDF for printing: https://asccc-oeri.org/wp-content/uploads/2020/06/Advanced-Community-College-ESL-Composition-An-Integrated-Skills-Approach.pdf

This text is a transformation of Successful College Composition an OER text originally published in 2015 and intended for use in a course that is one level below English composition.

I. The Writing Process
II. Sentence Structure
III. Literary Analysis
IV. Critical Thinking and Reading

For advanced students who wish to build confidence and skills in spoken English. Focuses on the appropriate oral presentation of material in a variety of professional contexts: group discussions, classroom explanations and interactions, and theses/research proposals. Valuable for those who intend to teach or lecture in English. Includes language laboratory assignments. The goal of the workshop is to develop effective speaking and listening skills for academic and professional contexts.

Provides the opportunity for students to work intensively on developing the research claims and arguments in their writing. Open to both Master's and Ph.D. students and designed to maximize cross-fertilization between programs and research areas. First part devoted to reading and writing assignments that guide students in focusing on the connections between their research claims, the evidence that supports those claims, and the reasoning that underlies that support. In the latter part, students provide successive drafts of their project for group commentary and guidance in revision. The purpose of this seminar is to expose the student to a number of different types of writing that one may encounter in a professional career. The class is an opportunity to write, review, rewrite and present a point of view both orally and in written form.

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.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/antiracist-writing-assessment-ecologies-teaching-and-assessing-writing-for-a-socially-just-future

We intend this work to be less a bestiary of bad ideas about writing than an effort to name bad ideas and suggest better ones. Some of those bad ideas are quite old, such as the archetype of the inspired genius author, the five-paragraph essay, or the abuse of adjunct writing teachers. Others are much newer, such as computerized essay scoring or gamification. Some ideas, such as the supposed demise of literacy brought on by texting, are newer bad ideas but are really instances of older bad ideas about literacy always being in a cycle of decline. Yet the same core questions such as what is good writing, what makes a good writer, how should writing be assessed, and the like persist across contexts, technologies, and eras. The project has its genesis in frustration, but what emerges is hope: hope for leaving aside bad ideas and thinking about writing in more productive, inclusive, and useful ways

Table of Contents
Bad Ideas About What Good Writing Is
Bad Ideas About Who Good Writers Are
Bad Ideas About Style, Usage, and Grammar
Bad Ideas About Writing Techniques
Bad Ideas About Genres
Bad Ideas About Assessing Writing
Bad Ideas About Writing and Digital Technology
Bad Ideas About Writing Teachers

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.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/beyond-dichotomy-synergizing-writing-center-and-classroom-pedagogies

This course allows students to develop effective written communication strategies specifically for the workplace. From idea gathering to drafting to delivery, this course will prepare students to write a variety of documents, including memos, letters, and reports, tailored to professional audiences.

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."

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/the-centrality-of-style

"This course is an introduction to the history, theory, practice, and implications of rhetoric, the art and craft of persuasion throughAnalyzing persuasive texts and speechesCreating persuasive texts and speechesThrough class discussions, presentations, and written Assignments and Labs, you will get to practice your own rhetorical prowess. Through the readings, you'll also learn some ways to make yourself a more efficient reader, as you turn your analytical skills on the texts themselves. This combination of reading, speaking, and writing will help you succeed in:learningto read and think criticallytechniques of rhetorical analysistechniques of argumentto enhance your written and oral discourse with appropriate figures of speechsome techniques of oral presentation and the use of visual aids and visual rhetoric."

This textbook is designed for advanced beginning-intermediate English language learners in an academic English program. It is composed of 7 chapters, each of which covers specific speaking and listening learning objectives and includes dialogues, interviews, discussions and conversation activities. Each chapter also focuses on 10 target words from the New General Service List of English vocabulary and reviews basic grammar points. The textbook includes an audio component that consists of recorded conversations of native and non-native English speakers, as well as links to additional listening resources on the web.

This textbook is meant for first year English Composition Courses. The text covers the essentials of composition and rhetoric in a recursive manner and introduces research skills.

When you are eager to get started on the coursework in your major that will prepare you for your career, getting excited about an introductory college writing course can be difficult. However, regardless of your field of study, honing your writing skills—and your reading and critical-thinking skills—gives you a more solid academic foundation.

In college, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to do is increased. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your work load can be challenging.

The quality of the work you do also changes. It is not enough to understand course material and summarize it on an exam. You will also be expected to seriously engage with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about a given subject. Educationally, you are moving into deeper waters. A good introductory writing course will help you swim.

In this interdisciplinary seminar, we explore a variety of visual and written tools for self exploration and self expression. Through discussion, written assignments, and directed exercises, students practice utilizing a variety of media to explore and express who they are.

This text was written to support students enrolled in English 402 at WSU Vancouver. However, any student participating in a community engaged course, especially those in technical and/or professional communication may find the content helpful.

CHAPTER 1: DEFINING COMMUNITY ENGAGEMENT in the TECHNICAL WRITING CLASSROOM
1.1: Brief History of Community Engagement as a Teaching and Learning Practice
1.2 Community Engagement in Technical Communication Courses
1.3 Community Building and the Land Grant Mission
1.4 Evidence of Efficacy
1.5 Key Terms

I. CHAPTER 2: GETTING STARTED ON YOUR PROJECT
Chapter Two: COLLABORATIVE CONSTRUCTION
2.1 Understanding Organization Priorities
2.2 Constructing a Learning Environment
2.3 Using Design Thinking and UX Principles in the Work
2.4 Cultural Competency- University Community Members as Guests

II. CHAPTER 3: CONSEQUENTIAL CONTEXTS
Chapter 3: CONSEQUENTIAL CONTEXTS
3.1 Identifying the Rhetorical Context
3.2 Identifying and Deploying a Methodology for the Work
3.3 Consequences of Unanticipated Events
3.4 Delivering the Final Materials

III. CHAPTER 4: STAYING IN TOUCH
Chapter 4: STAYING IN TOUCH
4.1 Reflection
4.2 Continued Engagement: References, Background Checks, and Volunteering

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.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/copy-write-intellectual-property-in-the-writing-classroom

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."

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/critical-expressivism-theory-and-practice-in-the-composition-classroom

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."

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/design-discourse-composing-and-revising-programs-in-professional-and-technical-writing

This course introduces students to the writing process as a means of developing ideas into clear, correct, and effective writing.

ENGL 1020: English Composition II: An Integrated Media Approach. Continuation and further development of material and strategies introduced in English Composition I. Primary emphasis on composition, including research strategies, argumentative writing, evaluation, and analysis. The course utilizes a scaffolding approach as well as cross-curricular resources and assignments to focus the course around a central theme: Analysis of Film Genres. All resources are OER, including the integration of textbooks: Waymaker: Introduction to College Composition by Lumen and Exploring Movie Construction and Production by John Reich.

For students and others who read it, this style manual quickly becomes a favorite resource. Whether planning a paper, running a grammar check, completing a report, composing an email, puzzling over a usage or grammar issue, or writing a resume or online portfolio, you are bound to find the material and examples you need in Style for Students Online. Drawing from his breadth of experience as a tutor, teacher, editor, and creative writer, Joe Schall provides technical writing advice that spans from the conceptual to the niggling. Thoughtful, practical, up-to-date, and rich in pith, Style for Students Online should be bookmarked as one of your oft-visited websites.

Table of Contents
Chapter 1. Improving Your Style
Chapter 2. Punctuation, Mechanics, Capitalization, and Spelling
Chapter 3. Commonly Misused Terms and Phrases
Chapter 4. Equations, Figures, and Tables
Chapter 5. Using Sources
Chapter 6. Writing Documents for Classes
Chapter 7. Presenting Yourself in Person and Online
Chapter 8. Resumes
Chapter 9. Professional Letters
Chapter 10. Journal Articles about Writing
Postscript

This course will focus on essay writing, including such issues as development using specific support, coherence (making sure everything supports a thesis) organizational skills and correct grammatical form. It is an overview of the writing process – how you get from an idea to a complete, thorough essay. It will also include a detailed look at researched writing: how to find sources, cite sources and incorporate sources into text.

Table of Contents:
I. Course Information Documents
II. Communicating and Submitting Course Work
III. 1. Getting Started
IV. 2. Writing the Essay
V. 3. Narrative Writing
VI. 4. Process Writing
VII. 5. Compare/Contrast
VIII. 6. Classification
IX. 7. Argument/Research
X. 8. Review of In-Class Writing

Welcome to English 101! This text is designed to reinforce reading, writing, and thinking skills that you already have been practicing as well as to introduce you to new strategies, giving you opportunities to reinforce and strengthen your skills.

Table of Contents:

CHAPTER 1: INTRODUCTION TO COLLEGE
College Writing
Becoming a College Student
What’s College For?
Find Your Passion

CHAPTER 2: LEARNING TO LEARN
Introduction to Success Skills
World View and Self-Efficacy
Choose Your Attitude
College Success Basics
Habits for Success
Time Management
Avoiding Procrastination

CHAPTER 3: READING WELL
Reading Comprehension Definition
Working with Texts
Writing about Texts
Writing a Formal Summary
Analyzing a Text

CHAPTER 4: UNDERSTANDING RHETORIC AND ARGUMENT
Understanding Rhetorical Analysis
Rhetorical Concepts and Vocabulary
Rhetorical Analysis in the Real World
Audience and Purpose

CHAPTER 5: THE WRITING PROCESS
Understanding the Assignment
Getting Started
Outlining
Refining the Thesis and Organizing the Essay
Constructing the Thesis and Argument—From the Ground Up
Drafting
Getting Feedback
Revising
Reverse Outlining
Editing
Proofreading

CHAPTER 6: EFFECTIVE PARAGRAPHS AND ESSAYS
Tone, Voice, and Point of View
Paragraphs
Transitions
Organization and Development
Introductions and Conclusions
Countering Opposing Arguments

CHAPTER 7: RESEARCH STRATEGIES
The Research Process
Information Literacy
Types of Sources
Research Strategies
Summary vs. Paraphrase
Paraphrasing
Avoiding Plagiarism
Plagiarism: What It Is and How to Avoid It

CHAPTER 8: USING MLA STYLE
Document Formatting in MLA Style
In-Text Citations
Citing Sources in Your Paper
The Works Cited Page

CHAPTER 9: SENTENCE SKILLS
Sentence Variety and Complexity
Coordination and Subordination
Strategies for English Language Learners

Composition I focuses on principles of writing, critical reading and essay composition using rhetorical styles common in college-level writing (narrative, example/illustration, compare/contrast, cause-and-effect, argument).

Composition 2 is an expository writing course requiring more advanced writing skills than Composition 1, yet reviewing and incorporating some of the same skills. This course teaches research skills by emphasizing the development of advanced analytical/critical reading skills, proficiency in investigative research, and the writing of persuasive prose including documented and researched argumentative essays. A major component of this course will be an emphasis on the research process and information literacy.

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.

Table of Contents
Chapter 1. College Success Skills
Chapter 2. The Writing Process
Chapter 3. Essay Structure
Chapter 4. Types of Essays
Chapter 5. Research Skills

This course promotes clear and effective communication by sharpening critical thinking and writing skills. The first unit is designed to change the way in which students think about writing--as a conversation rather than a solitary act. The second unit focuses on academic writing and explores the PWR-Writing or Power-Writing Method (PWR Pre-Write, Write, Revise). The remaining units will focus on the minutiae of good writing practices, from style to citation methodology. Upon successful completion of this course, the student will be able to: Demonstrate mastery of principles of grammar, usage, mechanics, and sentence structure. Identify the thesis in another individual's essay. Develop a thesis statement, structure it in an introductory paragraph, and support it with the body of the essay. Organize ideas logically within an essay, deploying adequate transitional devices to ensure coherence, flow, and focus. Differentiate between rhetorical strategies and write with an awareness of rhetorical technique and audience. Differentiate between tones and write with an awareness of how tone affects the audience's experience. Demonstrate critical and analytical thinking for reading and writing purposes. Quote, paraphrase, and document the work of others. Write sentences that vary in length and structure. (English 001)

Table of Contents:
I. Faculty Resources
II. Module 1: The Words We Use, The Worlds We Describe
III. Module 2: The Words We Are, The Stories We Tell
IV. Module 3: The Ways We Explain, The Examples We Choose
V. Module 5: The Words We Wield to Work for Peace – Argumentation Part I
VI. Module 6: Citation—How We Establish Credibility for the Evidence We Provide - Argumentation Part II
VII. Module 7: Compare and Contrast- How We Discuss Multiple Subjects at Once

English 101 focuses on the analysis of basic human issues as presented in literature with an emphasis on analytic reading, writing and discussion, and on development of argumentative essays based on textual analysis, with attention to style, audience and documentation. By writing several analytical, thesis-driven essays which show engagement with and understanding of a variety of texts, students will practice the critical thinking, reading and writing skills which comprise an important component of college and university studies as well as clear, audience-appropriate communications in other professional settings.This class is comprised of a series of three units, each of which is centered around an essay assignment. For each unit, in addition to the essay itself, you‰ŰŞll be asked to respond to reading assignments and to complete exploratory writing assignments. You‰ŰŞll do a lot of reading and writing, and your instructor will ask you to respond to ideas from our texts, from specific assignments, and from each other. Login: guest_oclPassword: ocl

Welcome to Explorations 1: Grammar for the Experienced Beginner. This English grammar textbook was designed for a class of Clackamas Community College (CCC) ESOL students who need only a review of the BE verb and are ready to learn the simple present and present progressive tenses. This textbook has four chapters. Each chapter covers a grammatical point/component/element. Chapter 1 is a review of the BE verb. The BE is special and has its own rules (different from other verbs). Chapter 2 is the Present Progressive tense. This is the tense we use when we are talking about things happening now or near now. Chapter 3 is the Simple Present Tense. We use the Simple Present Tense to talk about facts, routines, and habitual activities. Chapter 4 is a comparison of chapter 3 and 4.

Table of Contents
Chapter 1: BE Verb in the Simple Present
Chapter 2: Present Progressive
Chapter 3: Simple Present
Chapter 4: Simple Present & Present Progressive

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.

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.
Table of Contents
Chapter 1: Analysis for Multiple Perspectives
Chapter 2: Setting the Stage for Writing
Chapter 3: Developing Assertions: From a Close Reading of Examples
Chapter 4: Explanations and Significance: Developing Your Analysis
Chapter 5: The Analytical Essay: Expressing Your Points of View

Formulating, organizing, and presenting ideas clearly in writing. Reviews basic principles of rhetoric. Focuses on development of a topic, thesis, choice of appropriate vocabulary, and sentence structure to achieve purpose. Develops idiomatic prose style. Gives attention to grammar and vocabulary usage. Special focus on strengthening skills of bilingual students. Successful completion satisfies Phase I of the Writing Requirement. The purpose of this course is to develop your writing skills so that you can feel confident writing the essays, term papers, reports, and exams you will have to produce during your career here at MIT. We will read and analyze samples of expository writing, do some work on vocabulary development, and concentrate on developing your ability to write clear, accurate, sophisticated prose. We will also deal with the grammar and mechanical problems you may have trouble with.

Users of Expressions and Inquiry will note that it has three major sections—Section One which primarily focuses on the nuts and bolts of writing, otherwise known as Rhetoric and Composition, important to get writers started with the process of writing and also considering what their point or claim is. This section shares ideas about expressing ideas and is primarily derived from the Wiki Book on Rhetoric and Composition. Section Two continues to discuss academic writing including research and other inquiry methods as well as analysis and blends more of the previously cited Wiki Book and Shane Abram’s EmpoWord: A Student Centered Anthology and Handbook for College Writers. It also includes some examples from students at Lansing Community College and more discussion about thinking deeply about writing and techniques. Finally, Section Three Narrative and Description, is primarily based on Shane Abram’s EmpoWord. We circled back to the techniques of description and narration because we believe these techniques are needed to engage readers and develop voice in all writing. We hope all of this will help students in the Composition courses we teach and beyond.

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.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/foundational-practices-of-online-writing-instruction

f you are not familiar with Frameworks for Academic Writing, it is quite different from any other textbook or writing system. First, it is designed for a wide range of writing abilities, from beginning to expert academic writers. ESL, ADL, LD, ADHD, and other writers who are simply unfamiliar with academic writing patterns benefit from sentence-by-sentence templates, prompts, tutorials, and examples. More confident writers may simply use the checklists provided. We have successfully applied the system to all academic writers, from 3rd-graders to dissertation writers.

Secondly, the book is designed for a wide range of teaching abilities. It is particularly useful for a beginning writing teacher, though it simplifies the writing process for anyone who wants to implement writing into a curriculum in a controlled and methodical way. Many teachers of other disciplines and curricula find it useful as well.

TABLE OF CONTENTS:
Persuasive Writing
Business and Professional Writing
Critical Analysis
Personal Writing

Members of the Gordon faculty have collaborated on the authorship of this guide, and it is targeted directly at Gordon students to help them with their writing across the GSC curriculum. This guide provides at least three distinct advantages over other guides: it is specifically targeted to Gordon State students, it covers writing across the whole curriculum, not just English; and it is free.

Many approaches to crafting this guide were entertained, but the authors decided that what students really want from a composition guide are practical examples of writing that they might actually encounter in their classroom experiences at Gordon. Many guides try to do this, but this guide uses real Gordon professors and real Gordon class assignments as a starting point. This results in what we feel is a substantial improvement over other available writing guides.

Accessible files with optical character recognition (OCR) and auto-tagging provided by the Center for Inclusive Design and Innovation.

Grammar guide for English 101. This course builds critical reading and expository writing skills through the analysis and evaluation of college-level texts and the composition of well-organized, full-length essays containing properly documented evidence.

OER text with emphasis on contemporary issues of social justice, race, gender and inclusion. Audio versions of each chapter of the textbook are embedded in the text.

1: Introduction - Why Study Argument?
2: Reading to Figure out the Argument
3: Writing a Summary of Another Writer’s Argument
4: Assessing the Strength of an Argument
5: Making Your Recommendation in Response to an Argument
6: The Research Process
7: Forming Your Own Argument
8: How Arguments Appeal to Emotion
9: How Arguments Establish Trust and Connection
10: Writing an Analysis of an Argument’s Strategies
11: Shaping Sentences to Drive Your Points Home