Development of interpretive skills, using literary texts (B. Brecht, S. Zweig) and contemporary media texts (film, TV broadcasts, Web materials). Discussion and exploration of cultural topics in their current social, political, and historical context via hypermedia documentaries. Further refinement of oral and written expression and expansion of communicative competence in practical everyday situations.

The goal of this course is to review grammar and develop vocabulary building strategies to refine oral and written expression. Speaking and writing assignments are designed to expand communicative competence. Assignments are based on models and materials drawn from contemporary media (newspapers and magazines, television, web). The models, materials, topics and assignments vary from semester to semester.

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!

Introduction to Drama combines the literary arts of storytelling and poetry with the world of live performance. As a form of ritual as well as entertainment, drama has served to unite communities and challenge social norms, to vitalize and disturb its audiences. In order to understand this rich art form more fully, we will study and discuss a sampling of plays that exemplify different kinds of dramatic structure; class members will also participate in, attend, and review dramatic performances.

This course studies what is language and what does knowledge of a language consist of. It asks how do children learn languages and is language unique to humans; why are there many languages; how do languages change; is any language or dialect superior to another; and how are speech and writing related. Context for these and similar questions is provided by basic examination of internal organization of sentences, words, and sound systems. No prior training in linguistics is assumed.

This textbook was created for beginning narrative journalists exploring the craft. It is inspired by the Narrative Journalism course (JASS/COMP/ENGL 310) at the University of Michigan-Dearborn, and it is intended to be used as a guide and handbook. It is structured around the five elements of fiction, and provides both instruction and student examples of various narrative journalism projects.

No matter your field, having professional communication skills is essential to success in today's workplace. This book covers key business communications topics that will help you in your career, including intercultural communication, team work, professional writing, audience analysis and adapting messages, document formatting, oral communication, and more.

Part 1: Communication foundations
1.1 Learning to write
1.2 Elements in communication
1.3 Critical thinking

Part 2: The research process
2.1 Research questions
2.2 Categorizing sources
2.3 Evaluating sources
2.4 Citing sources
2.5 Making an argument
2.6 Annotated bibliography

Part 3: Planning messages
3.1 Pre-writing
3.2 Communication models
3.3 Audience analysis
3.4 Purpose
3.5 Channels
3.6 Audience types
3.7 Audience demographics
3.8 Audience geographics
3.9 Audience psychographics
3.10 Adapting messages

Part 4: Writing
4.1 Style and tone
4.2 Plain language
4.3 Inclusive language
4.4 Concision
4.5 You attitude (you view)

Part 5: Message types
5.1 Memos
5.2 Letters
5.3 Emails
5.4 Proposals
5.5 Reports
5.6 Persuasive appeals
5.7 Persuasive messages
5.8 Starting your job search
5.9 Resumes
5.10 Cover letters
5.11 Bad news messages

Part 6: Visual communication
6.1 Graphics
6.2 Drawings, diagrams, and photos
6.3 Tables, charts, and graphs
6.4 Headings
6.5 Lists
6.6 Emphasis

Part 7: Polishing your message
7.1 Revising, editing, and proofreading
7.2 Reverse outlining

Part 8: Interpersonal communications
8.1 Intercultural communication
8.2 Team work
8.3 Listening skills
8.4 Giving and receiving feedback
8.5 Workplace conflict management
8.6 Oral presentations

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

Launching Digital Writing in the Elementary Classroom tells the stories of seven teachers who were willing to take risks and venture into new territory by integrating technology into their workshops in meaningful ways.

This online textbook represents materials that were used in the first four semesters (two years) of the Mandarin program at MIT. They eventually formed the basis of a print textbook of the same name, published by Yale University Press; information and supplemental materials for the Yale edition are available at the companion website. The OCW course materials were extensively revised, and at times reordered, before publication, but the general principles of the original remain: to provide a comprehensive resource for the foundation levels of Chinese language that separates the learning of oral skills from literary (the former being transcribed in pinyin, and the latter in characters). This resource contains the complete online version of the text and accompanying audio recordings.

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?

Subject is a reading course in English literature across genre and historical period. Designed for students who wish to study English literature or writing in some depth, or wish to know more about English literary culture and history. Students learn about the relationships between literary themes, forms, and conventions and the times in which they were produced. Students examine Renaissance lyrics, Enlightenment satire, and modernist short stories. Subject focused on England because of its historical importance and its usefulness as an example for illustrating patterns over the centuries. Students form a framework for understanding how more focused subjects fit into literary studies, and what terms, concerns, and methods provide connections among the diverse subjects grouped under "Literature."

Communication is the heart of business. Short emails, complex reports, private chats, impassioned pitches, formal presentations, and team meetings move information and ideas around an organization, define strategy, and drive decisions. Business communication is concise, direct, clear, and compelling.

Examines cultural developments within European literature from different societies at different time-periods throughout the Middle Ages (500-1500). Considers--from a variety of political, historical, and anthropological perspectives--the growth of institutions (civic, religious, educational, and economic) which shaped the personal experiences of individuals in ways that remain quite distinct from those of modern Western societies. Texts mostly taught in translation. Topics vary and include: Courtly Literature of the High and Late Middle Ages, Medieval Women Writers, Chaucer and the 14th Century, and the Crusades.

Informed by a writing philosophy that values both spontaneity and discipline, Michelle Bonczek Evory’s Naming the Unnameable: An Approach to Poetry for New Generations offers practical advice and strategies for developing a writing process that is centered on play and supported by an understanding of America’s rich literary traditions. With consideration to the psychology of invention, Bonczek Evory provides students with exercises aimed to make writing in its early stages a form of play that gives way to more enriching insights through revision, embracing the writing of poetry as both a love of language and a tool that enables us to explore ourselves and better understand the world. The volume includes resources for students seeking to publish and build a writing-centered lifestyle or career. Poets featured range in age, subject, and style, and many are connected to colleges in the State University of New York system. Naming the Unnameable promotes an understanding of poetry as a living art of which students are a part, and provides ways for students to involve themselves in the growing contemporary poetry community that thrives in America today.

Informed by a writing philosophy that values both spontaneity and discipline, Michelle Bonczek Evory’s Naming the Unnameable: An Approach to Poetry for New Generations offers practical advice and strategies for developing a writing process that is centered on play and supported by an understanding of America’s rich literary traditions. With consideration to the psychology of invention, Bonczek Evory provides students with exercises aimed to make writing in its early stages a form of play that gives way to more enriching insights through revision, embracing the writing of poetry as both a love of language and a tool that enables us to explore ourselves and better understand the world. The volume includes resources for students seeking to publish and build a writing-centered lifestyle or career. Poets featured range in age, subject, and style, and many are connected to colleges in the State University of New York system. Naming the Unnameable promotes an understanding of poetry as a living art of which students are a part, and provides ways for students to involve themselves in the growing contemporary poetry community that thrives in America today.

   This work is an academic book review. Harold Eggerd gives an in-depth analysis of the work of Stephen Poulter, titled "Frameworks of Academic Writing". Readers can use this material as reference.

This work is an OER Book Review by Elise Allen. Inside this work, Elise Allen provides thoughtful insight into the original work, and examines its effect in academic writing.

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.

In Placing the History of College Writing, Nathan Shepley argues that pre-1950s composition history, if analyzed with the right conceptual tools, can pluralize and clarify our understanding of the relationship between the writing of college students and the writing's physical, social, and discursive surroundings. Even if the immediate outcome of student writing is to generate academic credit, Shepley shows, the writing does more complex rhetorical work. It gives students chances to uphold or adjust institutional codes for student behavior, allows students and their literacy sponsors to respond to sociopolitical issues in a city or state, enables faculty and administrators to create strategic representations of institutional or program identities, and connects people across disciplines, occupations, and geographic locations. Shepley argues that even if many of today's composition scholars and instructors work at institutions that lack extensive historical records of the kind usually preferred by composition historians, those scholars and teachers can mine their institutional collections for signs of the various contexts with which student writing dealt.