This book combines the Introduction to Writing in College by Melanie Gagich and ENG 102: Reading, Writing and Research by Emilie Zickel, which were both supported by Cleveland State University’s 2017 Textbook Affordability Small Grant.

Chapter 1: The Introduction
Chapter 2: Reading in Writing Class
Chapter 3: The Writing Process, Composing, and Revising
Chapter 4: Structuring, Paragraphing, and Styling
Chapter 5: Writing a Summary and Synthesizing
Chapter 6: Thinking and Analyzing Rhetorically
Chapter 7: Multimodality and Non-Traditional Texts
Chapter 8: Making Academic Arguments
Chapter 9: The Research Process
Chapter 10: Sources and Research
Chapter 11: Ethical Source Integration: Citation, Quoting, and Paraphrasing
Chapter 12: Documentation Styles: MLA and APA

Welcome to composition and rhetoric! While most of you are taking this course because it is required, we hope that all of you will leave with more confidence in your reading, writing, researching, and speaking abilities as these are all elements of freshman composition. Many times, these elements are presented in excellent textbooks written by top scholars. While the collaborators of this particular textbook respect and value those textbooks available from publishers, we have been concerned with disenfranchising students who do not have the resources to purchase textbooks. Therefore, we decided to put together this Open Educational Resource (OER) explicitly for use in freshman composition courses at Texas A&M University. Thanks to a generous grant from Dean David Carlson of the Texas A&M University Libraries, this project became a reality. It is a collaborative endeavor undertaken by faculty in the libraries and English Department as part of the Provost’s Student Success Initiatives at Texas A&M and continues to be a work in progress. Combined, Dr. Terri Pantuso, Dr. Kathy Anders, and Prof. Sarah LeMire have over 30 years of experience in writing and research instruction. Our goal is for students to leave this course as critical thinkers, polished writers, and informed citizens who can engage in civil public discourse. Gig ‘em, Ags!

Table of Contents
Section 1: Howdy!
Section 2: Getting Started
Section 3: Rhetorical Situation
Section 4: Types of Argumentation
Section 5: Process and Organization
Section 6: Joining the Academic Conversation
Section 7: Researched Writing
Section 8: Ethics

This introduction is designed to exemplify how writers think about and produce text.

Table of Contents
Chapter 1 - Critical Reading
Chapter 2 - Rhetorical Analysis
Chapter 3 - Argument
Chapter 4 - The Writing Process
Chapter 5 - Rhetorical Modes
Chapter 6 - Finding and Using Outside Sources
Chapter 7 - How and Why to Cite
Chapter 8 - Writing Basics: What Makes a Good Sentence?
Chapter 9 - Punctuation
Chapter 10 - Working With Words: Which Word is Right?

This is a guide for students to use as they provide feedback to their peers on a piece of writing. The activity was done in groups of 3.

This is a review of Expression and Inquiry (https://louis.oercommons.org/courses/expression-and-inquiry) completed by Erick Piller, Nicholls State University.

In the Rhetorical Styles area of the Excelsior OWL, you’ll learn about different rhetorical styles or, essentially, different strategies for developing your essays and other writing assignments. These basic strategies are not all encompassing but will provide you with a foundation and a flexibility to help you as you engage in writing assignments in your introductory writing classes and beyond.

This text is a transformation of Writing for Success, a text adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

Written by five college reading and writing instructors, this interactive, multimedia text draws from decades of experience teaching students who are entering the college reading and writing environment for the very first time. It includes examples, exercises, and definitions for just about every reading- and writing-related topic students will encounter in their college courses.

Write Here, Right Now: An interactive Introduction to Academic Writing and Research utilizes PressBooks to create and host a writing e-textbook for first year university students that would effectively integrate into the flipped classroom model. The textbook could also be used for non-flipped classroom designs, as the embedded videos, diagrams and linked modules would act as an all-in-one multimedia textbook geared towards multiple learning styles and disciplines. The components of the textbook, including the embedded videos, could be swapped in and out in order to accommodate a professor’s best idea of his/her own course design.

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.

The goal for this textbook was to revise and adapt the open educational resource (OER) textbook, Writing for Success so that the revision met the current needs of California Community College students. We succeeded in meeting our goal by adding additional scaffolding for developmental and ESL learners to help them with reading, writing, and college success skills; materials for learning in multiple modalities; teacher resources; and expanded materials about the reading and writing process. This in-depth revision allowed us to combine pre-collegiate level English instruction along with first year composition materials. We have not only fulfilled all that we said we would do in our initial proposal but, in addition, expanded the focus to all potential learners in a first year college composition course.This OER is a revision of “Writing for Success” that includes instructional scaffolding for students who require additional support. New sections on college readiness and success, reading skills, the reading-writing connection, grammar, and an ESL compendium have been added.

1: Writing and College Success
2: Writing and the Art of Rhetoric
3: The Reading-Writing Connection
4: The Reading-Writing Process- Prewriting
5: Thesis Statements, Topic Sentences and the First Draft
6: Body Paragraphs
7: Revising and Editing
8: Creating Presentations and Sharing Your Ideas
9: Argumentation - Purpose and Persuasion in Writing
10: Adding to the Conversation with Research Papers
11: Clarity, Conciseness, and Style
12: Grammar

The textbook covers modes related to creative writing, such as narration and illustration, while also covering analytically-focused modes such as comparison and cause and effect.
Chapter 1: Invention
Chapter 2: Arrangement
Chapter 3: Drafting and Revising
Chapter 4: Editing and Proofreading
Chapter 5: Narrative
Chapter 6: Description
Chapter 7: Definition
Chapter 8: Illustration/Example
Chapter 9: Compare/Contrast
Chapter 10: Evaluation
Chapter 11: Cause and Effect
Chapter 12: Argument
Chapter 13: Grammar and Mechanics Mini-lessons

Volumes in Writing Spaces: Readings on Writing offer multiple perspectives on a wide-range of topics about writing. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about the craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/writing-spaces-readings-on-writing-vol-ii

In the age of Buzzfeeds, hashtags, and Tweets, students are increasingly favoring conversational writing and regarding academic writing as less pertinent in their personal lives, education, and future careers. Writing and Literature: Composition as Inquiry, Learning, Thinking and Communication connects students with works and exercises and promotes student learning that is kairotic and constructive. Dr. Tanya Long Bennett, professor of English at the University of North Georgia, poses questions that encourage active rather than passive learning. Furthering ideas presented in Contribute a Verse: A Guide to First-Year Composition as a complimentary companion, Writing and Literature builds a new conversation covering various genres of literature and writing. Students learn the various writing styles appropriate for analyzing, addressing, and critiquing these genres including poetry, novels, dramas, and research writing. The text and its pairing of helpful visual aids throughout emphasizes the importance of critical reading and analysis in producing a successful composition. Writing and Literature is a refreshing textbook that links learning, literature, and life.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/writing-and-literature-composition-as-inquiry-learning-thinking-and-communication

Scott McLean’s Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition.

Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise and effective examples that are immediately reinforced with exercises and opportunities to demonstrate, and reinforce, learning.

Each chapter allows your students to demonstrate mastery of the principles of quality writing. With its incremental approach, it can address a range of writing levels and abilities, helping each student in your course prepare for their next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem-solving, practicing, listening, and experiencing the writing process.

Web/HTML version available here: https://saylordotorg.github.io/text_writing-for-success/

Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition.

Table of Contents
Chapter 1: Introduction to Writing
Chapter 2: Writing Basics: What Makes a Good Sentence?
Chapter 3: Punctuation
Chapter 4: Working with Words: Which Word Is Right?
Chapter 5: Help for English Language Learners
Chapter 6: Writing Paragraphs: Separating Ideas and Shaping Content
Chapter 7: Refining Your Writing: How Do I Improve My Writing Technique?
Chapter 8: The Writing Process: How Do I Begin?
Chapter 9: Writing Essays: From Start to Finish
Chapter 10: Rhetorical Modes
Chapter 11: Writing from Research: What Will I Learn?
Chapter 12: Writing a Research Paper
Chapter 13: APA and MLA Documentation and Formatting
Chapter 14: Creating Presentations: Sharing Your Ideas
Chapter 15: Readings: Examples of Essays

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, tryin g out different methods and strategies to find what works best for them.

Table of Contents
Chapter One: Why Write?
Chapter Two: A Writing Process for Every Writer
Chapter Three: Defining Audience and Purpose
Chapter Four: Exploring: Finding a Topic
Chapter Five: Writing a Thesis
Chapter Six: Organizing
Chapter Seven: Drafting
Chapter Eight: Revising
Chapter Nine: Editing
Chapter Ten: Proofreading
Chapter Eleven: Research Process