This is a module framework. It can be viewed online or downloaded as a zip file.

As taught Autumn Semester 2010/2011.

This module assesses changing attitudes to representative politics in the US and UK, specifically political parties and those who lead them, through their representation in films, plays and novels since the C19th.

How formal – party - politics is represented in films, novels, short stories, plays and television (note: in this module these five forms are covered by the term 'fiction') is an exciting and growing area of research. This is especially so in the US, but also (slowly but surely) in the UK. While the study of narrowly defined 'political' novels has a long lineage, it is only during the last decade or so that an interest in fictions expressed on the stage, screen and page has crept into more mainstream analysis.

Module Code: M13092

Suitable for study at: undergraduate level 3

Credits: 20

Professor Steven Fielding

Professor Fielding is Professor of Political History and Director of the Centre for British Politics

He is able to comment on most aspects of British contemporary politics and modern political history, but has a specialist interest in the Labour Party and popular perceptions of politics in general.

Professor Fielding has appeared many times on Sky News, Channel Four News, Radio 4 and Radio 5 as well as various local and international radio stations. He has been interviewed for the Guardian, International Herald Tribune, New York Times, Wall Street Journal, Washington Post and numerous other international publications. He has written for the Guardian, the BBC website, Yorkshire Post, Prospect, Progress as well as History and Policy. In July 2010 he wrote and presented a documentary on Radio 4, 'Dramatising New Labour'.

My interest in re-designing my Writing 115 classes to utilize Open Educational Resources grew out of the reality that many students on this level are often challenged by a lack of money. This class is one more that they must take before they even start transfer-level writing. They are also challenged to pay for tuition, fees, and everyday living expenses. When a student chooses food over books because the books are unaffordable, their chances of success go down.

I started my re-design with the textbook I had been using and chose readings from it. Since most are previously published pieces available on the Internet, it’s easy to locate them and provide a link to them. If I had a reading that wasn’t as readily available, I consulted my friendly neighborhood reference librarians. For readings on writing instruction and grammar, I relied on the titles from the Open Oregon project. My students have enjoyed these books for their readability, general usefulness, and portability.

In addition to a course syllabus, I have included activities in this document that I developed to use in my writing classes. Please feel free to use any of them that fit the needs of your students. I would love a shout-out if you do, and I also welcome questions and suggestions.

Introduction to Film Studies Syllabus

ENG 110M: Introduction to Film and Media

This course serves as an introduction to film and media studies and various methods of critical analysis. Multilisted with CINE 110M. This course will satisfy the Arts and Letters group requirement because it introduces students to modes of inquiry that have defined the discipline of film studies. These include such diverse approaches as studying narrative structure, authorship, genre, and reception. By requiring students to analyze and interpret examples of film and media using these approaches, the course will promote open inquiry into cinematic texts and contexts from a variety of perspectives.

Catalog description: ENG 106 will present to the student a wide range of poetry from various time periods and cultures. Course work will involve students in the consideration of poetic technique and expression. Theme, structure, and style will be emphasized, as well as the elements of poetry. At the discretion of the Instructor, students may also be required to participate in creative writing assignments to gain insight into the nature of poetry.

Additional words from Amy: This course will be geared toward helping you learn ways of reading, enjoying, and appreciating poetry. To do this, we'll read a wide variety of poems from different cultures and times. Keeping in mind that poetry is a form of artistic expression, our ultimate goal will be to discover ways that poetry can guide our understanding of a culture, a time, and/or of human experience. In order to notice and discuss the effects that poems have on readers, you'll also work with the language used to describe techniques that poets use in their art.

This is a reading and writing class that helps students improve their basic skills as the foundation for the GED test, College, or Career readiness. Students will practice ways to better understand what they read and how to express their thoughts and ideas in writing. Students will learn strategies for reading closely in order to identify main themes and supporting evidence, and develop writing skills to be able to create organized text-based responses. Readings will be anywhere from one paragraph to several pages. Writing activities will include one to several logical and detailed paragraphs, working toward an essay format. Social studies and science content will be introduced. This is a good option for students who would like to take their time to build basic reading and writing skills in order to progress to the next level for GED or college preparation.

This is a module framework. It can be viewed online or downloaded as a zip file.

As taught in Spring Semester 2010.

We are surrounded by materials from and references to ancient mythology: we talk about the Oedipus-complex, name spaceships Apollo and powerful detergents Ajax, have songs about Cupid drawing back his bow and associate Oedipus with Freud rather than Sophocles, Ulysses with James Joyce rather than Homer. Literature, in particular, uses ancient mythology as a rich source to describe powerful emotions, cunning politics or psychological drama.

This module will explore how selected German literary texts use motifs from Ancient mythology and how the individual authors combine the ‘old’ stories with their ‘new’ content and message. We will focus on Medea, the powerful and horrific wife of Jason who kills the sons she loves to hurt Jason whom she hates and scare Greek society that alienated her. Using Euripides ancient version as a starting point (in translation, of course,) we will look closely at how the myth is used, changed and reinvented in German texts written between 1926 and 1998.

Theoretical writings on mythology and its reception will provide us with relevant background knowledge and we will add an interdisciplinary angle to the topic by looking at the reception of the Medea myth in paintings, film, theatre and music.

Suitable for study at undergraduate level 4.

Dr Heike Bartel, School of Modern Languages and Culture.

Dr Bartel's current research focus is mythology and myth reception from 18th to 20th century with particular focus on the myth of Medea. Recent activities and publications in this field include: Co-editor (with Dr. A. Simon, University of Bristol) of book 'Unbinding Medea: Interdisciplinary Approaches to a Classical Myth from Antiquity to the 21st Century' (Oxford: Legenda, 2010).

These essential outcomes are based on the AASL, ISTE Standards for Students, and the NE ELA Standards. Use this document in conjunction with the Nebraska Library Purpose Template.

Looking for a place to start when it comes to library purpose? Use this template to articulate what your library can provide for staff and students. This document correlates with the Nebraska Library Essential Outcomes document.

Course Description:
Introduces academic writing as a means of inquiry.
Employs critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate positions.
Emphasizes development of a variety of strategies to present evidence in support of a thesis.

Folder of openly licensed course documents including syllabus and assignment prompts.

Course description: Instruction and practice in professional workplace writing, with emphasis on genre, audience and collaboration.

Focuses on academic writing as a means of inquiry. Uses critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate positions. Emphasizes development of a variety of strategies to present evidence in support of a thesis.

Context: The course focuses on pronunciation reading informational text, which determines the meaning of words and phrases as they are used in the text for learners, the importance of listen and speaking, these are good communication skills to learn the English language.

Relevance: This lesson will help prepare learners to effectively communicate and through education improve their lives. Knowing English increases your chances of getting a good job, learners will be able to get their certificates for a GED, or citizenship. The coverage in this lesson will focus on the English vocabulary, which is an important aspect in communication without sufficient vocabulary learners cannot understand others or express their own ideas.

Reading list of open/free materials to support Argument, Research and Multimodal Composition course.

Course description:
WR 122 continues the focus of WR 121 in its review of rhetorical concepts and vocabulary, in the development of reading, thinking, and writing skills, along with metacognitive competencies understood through the lens of a rhetorical vocabulary. Specifically, students will identify, evaluate, and construct chains of reasoning, a process that includes an ability to distinguish assertion from evidence, recognize and evaluate assumptions, and select sources appropriate for a rhetorical task. Students will employ a flexible, collaborative, and appropriate composing process, working in multiple genres, and utilizing at least two modalities. They will produce 3500-4500 words of revised, final draft copy or an appropriate multimodal analog for this amount of text. Students will produce at least one essay of a minimum of 1500 words, demonstrating competence in both research and academic argumentation.

Syllabus for a course that reviews basic English skills in grammar, sentence structure, paragraphing, and essay development to prepare students for college-level writing. Intended for students who have had difficulty with written English, this course prepares them for English 101.

Course description: Provides a sampling of Shakespeare’s contributions to the three primary genres of early modern theater with a focus on the later comedies, tragedies, histories, and non-dramatic poetry. Introduces the study of Shakespeare’s dramatic techniques, character development, historical and cultural setting, and language. Explores interpretations of Shakespeare’s works by contemporary filmmakers. Prerequisite: MTH 20 or equivalent placement test scores. Prerequisite/concurrent: WR 121. Audit available.

Speech Communications: Small Group Discussion Syllabus

SP 219 - Small Group Discussion

Study of theory and practice of small group communication by participation in group discussions, readings, and written exercises. Attention to organization and conduct of problemsolving groups and learning. Emphasis is on: (1) learning how to enhance group communication, to deal effectively with conflict and to apply problem-solving techniques to a task-oriented group setting, and (2) developing attitudes and skills applicable to leadership and participation in work and civic committees.

COURSE LEARNING OUTCOMES: As a result of this course:
 Students will be able to explain and apply different small group communication theories
 Students will understand and demonstrate how to work in small groups to identify problems
and implement solutions
 Students will be able to explain different strategies for addressing conflicts in groups
 Students will demonstrate group leadership
 Students will demonstrate responsibility as a group/team member
 Students will be able to discuss the importance of small group skills and knowledge related to
workplace and civic activities
 Students will demonstrate knowledge of basic principles and theories related to small group
communication