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.

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.

How Arguments Work takes students through the techniques they will need to respond to readings and make sophisticated arguments in any college class. This is a practical guide to argumentation with strategies and templates for the kinds of assignments students will commonly encounter. It covers rhetorical concepts in everyday language and explores how arguments can build trust and move readers.

Table of Contents
1: Introduction
2: Reading to Figure out the Argument
3: Writing a Summary of Another Writer’s Argument
4: Assessing the Strength of an Argument (Logos)
5: Responding to an Argument
6: The Research Process
7: Forming a Research-Based Argument
8: How Arguments Appeal to Emotion (Pathos)
9: How Arguments Establish Trust and Connection (Ethos)
10: Writing an Analysis of an Argument’s Strategies
11: The Writing Process
12: Essay Organization
13: Correcting Grammar and Punctuation
14: Style: Shaping Our Sentences
15: Teacher's Guide

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

How Arguments Work takes students through the techniques they will need to respond to readings and make sophisticated arguments in any college class. This is a practical guide to argumentation with strategies and templates for the kinds of assignments students will commonly encounter. It covers rhetorical concepts in everyday language and explores how arguments can build trust and move readers.

Technical writing courses introduce you to some of the most important aspects of writing in the worlds of science, technology, and business—in other words, the kind of writing that scientists, nurses, doctors, computer specialists, government officials, engineers, and other professionals do as a part of their regular work. The skills learned in technical writing courses can be useful in other fields as well, including education and social sciences.

GEOG 438W is a writing-intensive course that concentrates on the human-environment interactions involved in contemporary and future global warming. The course comprises two broad topical areas: global warming impacts, which takes place in the first half of the course, and global warming mitigation and policy, which encompasses the second half of the course. Each week highlights a theme, such as the impacts of climate change on human health or greenhouse gas emissions from transportation, that weaves through the course lecture, reading assignment, class discussion, and writing activity.

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

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!

Intermediate College Writing: Building and Practicing Mindful Writing Skills is an open textbook designed for use in university‐level courses that focus on cultivating study skills alongside effective academic and workplace writing skills. It offers a no‐cost alternative to commercial products, combining practical guidance with interactive exercises and thoughtfully designed writing opportunities.

This textbook’s modular design and ample coverage of topics and genres means that it can be used flexibly over semester‐long or stretch courses, allowing instructors and students to select the chapters that are most relevant for their needs. By blending new material with reviews of key topics, such as academic integrity, the chapters provide fresh perspectives on matters vital to the development of strong writing skills. The book adapts, builds upon, and expands material covered in our first open textbook, Mindful Technical Writing: An Introduction to the Fundamentals (Atkinson & Corbitt, 2021).

The thirty chapters in this edited collection were selected from the more than 500 presentations at the Writing Research Across Borders II Conference in 2011. With representatives from more than forty countries, this conference gave rise to the International Society for the Advancement of Writing Research. The chapters selected for this collection represent cutting edge research on writing from all regions, organized around three themes—cultures, places, and measures. The authors report research that considers writing in all levels of schooling, in science, in the public sphere, and in the workplace, as well as at the relationship among these various places of writing. The authors also consider the cultures of writing—among them national cultures, gender cultures, schooling cultures, scientific cultures, and cultures of the workplace. Finally, the chapters examine various ways of measuring writing and how these measures interact with practices of teaching and learning.Edited by Charles Bazerman, Chris Dean, Jessica Early, Karen Lunsford, Suzie Null, Paul Rogers, and Amanda Stansell.

Description
This self-paced writing skills course will assist students to build academic writing skills required at the university/college level. Incorporated in this skill set is the ability to use critical thinking skills to acquire and analyse information and develop knowledge in new areas.

Learning Outcomes
Apply the rules of grammar and mechanics to prose composition
Use critical thinking skills
Accurately summarize ideas, organization, and tone
Become and active reader while analyzing and discussing readings
Format writing for academic purposes/audiences
Proofread/edit for mechanical and structural errors
Conduct research and communicate findings
Compose and revise an argument and literary analysis essay
Use MLA to document sources
Use literary terminology appropriate to context
Analyze poetry and understand literary elements
Produce structured academic essays

Course Materials
Instructor Resources
Section 1: Grammar and Editing
Section 2: Understanding Plagiarism
Section 3: Conventions of Academic Writing
Section 4: The Writing Process
Section 5. How to do Research
Section 6. Reading and Summarizing
Section 7. Presenting an Argument in Writing
Section 8. Literary Analysis – Poetry Analysis Essay

A freshman composition textbook used by the English Department of Virginia Western Community College (VWCC) in Roanoke, Virginia. It aligns with ENG 111, the standard first-year composition course in the Virginia Community College System (VCCS). The ten chapter headings are:

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

This book was created by the English faculty and librarians of VWCC using Creative Commons -licensed materials and original contributions.

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 OER packet comprises instructional materials used for ENG 300: Literary Forms and Analysis, a "gateway" course for the English major and minor at Portland State University. It includes handouts, exercises, and a sample syllabus for this course, emphasizing skills of "close reading" and formal analysis, as well as the scholarly study of genre (poetry, fiction, drama, and film). The syllabus and handouts offered in this packet represent only one of many possible approaches to ENG 300. These open access, freely available resources that can be readily adjusted to suit different pedagogical methods. They can also be usefully complemented with additional information about academic writing, argumentation, and the writing process (which, though the primary focus of Portland State University's second "gateway" course for majors, WR 301: Critical Writing and English, can be addressed in ENG 300 at varying levels of depth). or materials. The materials here can be combined with any selection of literary texts.

Welcome to Mindful Technical Writing: An Introduction to the Fundamentals, an open textbook designed for use in co-requisite course pairings of developmental writing and introductory technical writing, or indeed in other lower-division college writing courses that focus on building study skills alongside effective workplace and academic writing skills. It offers a no-cost alternative to commercial products, combining practical guidance with interactive exercises and thoughtfully designed writing opportunities.

This book’s modular design and ample coverage of topics and genres means that it can be used flexibly over semester-long or stretch courses, allowing instructors and students to select the chapters that are most relevant for their needs. By blending new material with reviews of key topics, such as academic integrity, the chapters provide fresh perspectives on matters vital to the development of strong writing skills.

This book was made possible through grant support from Montana Technological University and the TRAILS OER program, funded by the Office of the Commissioner for Higher Education, Montana University System.