Here you’ll find extensive support for APA, MLA, and Chicago documentation styles. This section features instructional videos that show you how to set up your papers in APA, MLA, and Chicago formats, interactive checklists, and visual support for both in-text documenting and referencing at the end of your paper. If you’re new to documentation or just need a refresher, the Citations & Documentation area can help.

"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."

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 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 Composition Reader is an edited, curated collection of OER material for you to use as you see fit in your course.  It consists of personal essays, literature, video and audio files, web writing, and long-form journalism.

This book is divided into two parts. Part I is a Composition Handbook designed to teach students the components of the writing process and the conventions of various forms of school and college writing assignments. Part II is an Anthology of Literature designed to help students read actively, analyze, understand, enjoy, and appreciate stories, poems, and plays by a diverse and inclusive group of exceptional writers.

TABLE OF CONTENT

I. The Writing Process
1. Access and Acquire Knowledge
2. Find Your Thesis
3. Make a Plan
4. Write Your First Draft
5. Revise and Edit
6. Cite Your Sources

II. Common Writing Assignments
7. The Narrative Essay
8. The Examples Essay
9. The Extended Definition Essay
10. The Process (“How to”) Essay
11. The Cause/Effect Essay
12. The Compare/Contrast Essay
13. The Argument Essay
14. Further Reading

III. Poetry
15. “I Wandered Lonely as a Cloud” by William Wordsworth (Regular Verse)
16. “Birches” by Robert Frost (Blank Verse)
17. “The Negro Speaks of Rivers” by Langston Hughes (Free Verse)
18. “How Do I Love Thee?” by Elizabeth Barrett Browning (Sonnet)
19. “The Cremation of Sam McGee” by Robert Service (Ballad)
20. “Ode to a Nightingale” by John Keats (Ode)
21. “My Last Duchess” by Robert Browning (Dramatic Monologue)
22. “One Art” by Elizabeth Bishop (Villanelle)
23. “To an Athlete Dying Young” by A.E. Housman (Elegy)
24. “Eastern Guard Tower” by Etheridge Knight (Haiku)
25. An Anthology of Poems for Further Study

IV. Short Stories
26. Nathaniel Hawthorne (1804–1864)
27. Edgar Allan Poe (1809–1849)
28. Kate Chopin (1850–1904)
29. Charles G.D. Roberts (1860–1943)
30. E. Pauline Johnson (Tekahionwake) (1861–1913)
31. O. Henry (1862–1910)
32. Edith Wharton (1862–1937)
33. Hector Hugh Munro (Saki) (1870–1916)
34. Stephen Crane (1871–1900)
35. Willa Cather (1873–1947)
36. James Joyce (1882–1941)
37. D. H. Lawrence (1885-1930)
38. Ring Lardner (1885–1933)
39. Katherine Mansfield (1888–1923)
40. William Faulkner (1897–1962)
41. Ernest Hemingway (1899–1961)
42. Eudora Alice Welty (1909–2001)
43. Roald Dahl (1916–1990)
44. Flannery O’Connor (1925–1964)
45. Fay Weldon (1931–)
46. Beryl Bainbridge (1932–2010)
47. William Dempsey Valgardson (1939–)
48. Alice Walker (1944–)
49. Leslie Marmon Silko (1948–)
50. Andrea Levy (1956–2019)

V. The Novella
51. Turn of the Screw by Henry James (1843-1916)
52. The Awakening by Kate Chopin (1850–1904)

VI. The Novel
53. The Great Gatsby by F. Scott Fitzgerald (1896–1940)

VII. Drama
54. Twelfth Night: Act 1
55. Twelfth Night: Act 2
56. Twelfth Night: Act 3
57. Twelfth Night: Act 4
58. Twelfth Night: Act 5
59. Twelfth Night: Study Guide
60. Hamlet: Act 1
61. Hamlet: Act 2
62. Hamlet: Act 3
63. Hamlet: Act 4
64. Hamlet: Act 5
65. Hamlet: Study Guide
66. The Importance of Being Earnest by Oscar Wilde (1854-1900)
67. The Importance of Being Earnest: Study Guide
68. Major Barbara by Bernard Shaw (1856-1950)
69. Major Barbara: Study Guide

Appendix A: Glossary of English Rhetoric, Grammar, and Usage
Appendix B: Glossary of Literary Terms
Appendix C: Writing an Analysis of a Poem, Story, or Play
Appendix D: Brave New World Casebook
Appendix E: The Turn of the Screw Casebook
Appendix F: Exercises and Tutorials on Grammar and MLA/APA Documentation
About the Authors
List of Links by Chapter for Print Users

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

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.

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."

CRW 111 students gain practice in applying effective strategies for understanding college material by relating generalization to supporting ideas and identifying the patterns into which ideas are structured. Students use computers to develop analytical capabilities in the course's computer lab component. CRW 111 carries 3 credits and meets 3 hours per week.

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.

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."

This OER text provides basic framework for Reading classes at MHCC, taught primarily via Blackboard with a mix of Fair Use copyrighted content that otherwise could not be reproduced under this CC-BY license. Some areas are designed to be supplemented by faculty at their own institutions.

Week 1: Self-Motivation
Week 2: Two-Column Note-taking and Latin Roots
Week 3: Strategic Reading
Week 4: Annotation and Managing Stress
Week 5: Main Ideas
Week 6: Midterms
Week 7: Reading Critically
Week 8: Rhetoric & Argument
Week 9: Logic & Logical Fallacies
Week 10: Final Exams

For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence.

This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors.

This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.

Anne Ruggles Gere is Director of the Sweetland Center for Writing, Professor of English, and Professor of Education at the University of Michigan.

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

These resources will allow you to investigate the key themes of Dickens's novels alongside original source material from the British Library. Literary manuscripts, newspapers, letters, workhouse menus and many more fascinating collection items will help students open up the social, cultural and political context in which Dickens was writing. This website includes performances by Simon Callow and discussions by Professor of English, John Mullan, filmed at the Charles Dickens Museum, London.