A Principled Approach to Workplace Writing

Short Description:
This open textbook supports the learning outcomes of Fanshawe College’s Advanced Professional Communications curriculum (COMM 6019). This resource is designed to guide college students in advancing their existing skills in communication by using a principled approach to business communication for managerial and leadership success in the modern workplace.

Long Description:
This open textbook supports the learning outcomes of Fanshawe College’s Advanced Professional Communications curriculum (COMM 6019). Organized in five major units— Foundational Principles of Business Messaging, The Principles of Business Style, Format, and Composition, The Principles of Social, Cultural and Employment Communication, The Principles of Report and Research Writing, and The Principles of Visual, Verbal and Group Communication—this educational resource is conveniently presented in a variety of AODA-compliant formats and written in a reader-friendly style. This textbook helps ensure that students graduate with the advanced communication skills necessary to succeed in the modern workplace from a managerial and leadership perspective.

Word Count: 277283

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Short Description:
This advanced public speaking textbook is designed to encourage you as a speaker and to help you sharpen your skills. It is written to feel like you are sitting with a trusted mentor over coffee as you receive practical advice on speaking. Grow in confidence, unleash your personal power and find your unique style as you learn to take your speaking to the next level--polished and professional. SCROLL DOWN for Chapters

Word Count: 183127

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Short Description:
When Alma tries to write a song for her boyfriend Quang, she learns that actions speak louder than words.

Long Description:
When Alma tries to write a song for her boyfriend Quang, she learns that actions speak louder than words.

This short novel for low-intermediate students of English introduces more quirky characters from Portland set in the world of Stig Digs In.

Word Count: 9124

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This is a resource designed to accompany a course on American Literature II. It has been found to be appropriate for California Community College courses with the following C-ID: ENGL 135

This OER textbook has been developed to support English Composition and Rhetoric courses at rural Arizona community colleges.

Short Description:
This repository, created through the Washington State Antiracist Curriculum Initiative, contains a variety of resources to assist in designing meaningful curricula that can help students navigate the world of racial hegemony in our society. This is a living work, and one that will continue to grow and change in the years to come, as we learn together as instructors.

Word Count: 13744

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In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.

Abstract
Arguing Through Writing is heavily adapted from the Lumen Learning English Composition 2 book on the SUNY OER list of texts. The textbook focuses on the writing process, as well as rhetorical modes. Emphasis is on the modes of causal analysis, argument, definition, and classification. MLA style and academic writing moves are featured. The textbook would be appropriate for either college-level Composition 1 or 2. The text features readings for each of the modes, as well as historical and contemporary texts in a reader section. The original version of this book was released under a CC-BY license and is copyright by Lumen Learning. It was then developed in March 2020 by Joshua Dickinson, Associate Professor of English at Jefferson Community College in Watertown, NY. The changes to this book listed are released under a CC-BY-SA license and are copyright by Joshua Dickinson of Jefferson Community College in Watertown, NY.

Description
Arguing Through Writing covers college-level writing, basic research, and argumentation with a combination of contemporary, historical, and classical writing models. The text focuses on classification, definition, causal analysis, and argumentation, working with these writing modes and pairing those with relevant texts. Several chapters are devoted to playing the writing game and knowing its moves. Visual arguments, MLA style, preparing annotated bibliographies, and film analysis are covered. The reader includes selections from Michel de Montaigne, Steven Pinker, H. G. Wells' history, Flannery O'Connor, Martin Luther King Jr., Ralph Waldo Emerson, Gordon Allport, and Stephen Leacock.

URI
http://hdl.handle.net/1951/71291

An Introduction to Critical Thinking

Short Description:
Arguments in Context is a comprehensive introduction to critical thinking that covers all the basics in student-friendly language. Intended for use in a semester-long course, the text features classroom-tested examples and exercises that have been chosen to emphasize the relevance and applicability of the subject to everyday life. Three themes are developed as the text proceeds from argument identification and analysis, to the standards and techniques of evaluation: (i) the importance of asking the right questions, (ii) the influence of biases, cognitive illusions, and other psychological factors, and (iii) the ways that social situations and structures can enhance and impoverish our thinking. On this last point, the text includes sustained discussion of disagreement, cooperative dialogue, testimony, trust, and social media. Overall, the text aims to equip readers with a set of tools for working through important decisions and disagreements, and to help them become more careful and active thinkers.

Long Description:
Arguments in Context is a comprehensive introduction to critical thinking that covers all the basics in student-friendly language. Intended for use in a semester-long course, the text features classroom-tested examples and exercises that have been chosen to emphasize the relevance and applicability of the subject to everyday life. Three themes are developed as the text proceeds from argument identification and analysis, to the standards and techniques of evaluation: (i) the importance of asking the right questions, (ii) the influence of biases, cognitive illusions, and other psychological factors, and (iii) the ways that social situations and structures can enhance and impoverish our thinking. On this last point, the text includes sustained discussion of disagreement, cooperative dialogue, testimony, trust, and social media. Overall, the text aims to equip readers with a set of tools for working through important decisions and disagreements, and to help them become more careful and active thinkers.

Word Count: 96327

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Basic Reading and Writing builds a solid foundation around core aspects of the writing process: critical reading; methodical writing; research and documentation; practical grammar and punctuation. An optional module introduces core principles for college success that help students understand and develop good habits to improve their performance in this and other college courses. As the first in a three-course sequence that culminates in Composition I (college-level composition), Basic Reading and Writing focuses on helping students identify and apply foundational concepts and skills in reading and writing. Course content may be used for standard instruction or diagnostically to discover and address gaps in student understanding/skill.

Online OER text adapted for use in ENGL 145 - ENGL 145 Technical and Report Writing by Amber Kinonen for Bay College.

© 2017 Bay College and Content Creators. Except where otherwise noted this work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

Developing Interactive Reading, Writing, and Thinking Practices for College

Short Description:
Becoming a Confident Reader focuses on the essential skills and practices needed upon entering the first semester of college composition, either with or without a co-requisite support course. Students will learn to build and maintain resilience as a student, apply an effective reading process to college texts, and summarize and respond to academic writing. Thematic readings are included for practice. Extension activities provide opportunities for making connections, conducting basic research, analyzing the techniques authors use in their writing, and evaluating the use of sources in a text.

Word Count: 100063

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A reference for writing and self-publishing an open textbook

Word Count: 5735

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Covers processes and fundamentals of writing expository essays, including structure, organization and development, diction and style, revision and editing, mechanics and standard usage required for college-level writing.

This project was funded by a grant from the Higher Education Coordinating Commission in Oregon, a grant that ran from July 1, 2016 to June 30, 2017. The text of the book is complete (though, in the way of these things, still evolving), but moving it online is still in progress. The chapters available here are ready to be used or copied; additional chapters will be added during the summer of 2017 as the conversion and final copy edits are completed.

Beyond Argument offers an in-depth examination of how current ways of thinking about the writer-page relation in personal essays can be reconceived according to practices in the care of the self — an ethic by which writers such as Seneca, Montaigne, and Nietzsche lived. This approach promises to reinvigorate the form and address many of the concerns expressed by essay scholars and writers regarding the lack of rigorous exploration we see in our students' personal essays — and sometimes, even, in our own. In pursuing this approach, Sarah Allen presents a version of subjectivity that enables productive debate in the essay, among essays, and beyond.

How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically.

This book offers the "more-is-more" value of designing more peer-to-peer learning situations for developmental and multicultural writers, and a more elaborate view of what happens in these peer-centered learning environments. It offers important implications—especially of directive and nondirective tutoring strategies and methods—for peer-to-peer learning and one-to-one tutoring and conferencing for all teachers and learners of writing.

Short Description:
During the early days of quarantine, many teachers turned to poetry to process their experiences. Teacher-Poets Writing to Bridge the Distance: An Oral History of COVID-19 preserves this poetry and teachers' experiences as they navigated a new reality in education.

Long Description:
During the early days of quarantine, many teachers turned to poetry to process their experiences. Teacher-Poets Writing to Bridge the Distance: An Oral History of COVID-19 preserves this poetry and teachers’ experiences as they navigated a new reality in education. In the interviews, teachers revisit poems written a year prior, re-witnessing, with perspective offered only by time, the impact of the pandemic on them as teachers and on education more broadly. This anthology offers readers the poems shared across 39 collected oral histories. The full collection of interviews is available for online public access at the Oklahoma Oral History Research Program.

Word Count: 29849

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Short Description:
“Building Academic Writing Skills” provides carefully targeted and sequenced instructions in academic writing and editing for intermediate level English as a Second Language (ESL) students.

Word Count: 75767

Included H5P activities: 215

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Short Description:
Building Blocks of Academic Writing covers typical writing situations for developing academic writers, from prewriting and research through expressing themselves online. Developmental work in different types of paragraphs—descriptive, narrative, expository, persuasive—allows students to build capacity for longer essays. Each chapter includes review questions with a Canadian focus that instructors can assign to help students practise the skills developed in the text.

Long Description:
Building Blocks of Academic Writing covers typical writing situations for developing academic writers, from prewriting and research through expressing themselves online. Developmental work in different types of paragraphs—descriptive, narrative, expository, persuasive—allows students to build capacity for longer essays. Each chapter includes review questions with a Canadian focus that instructors can assign to help students practise the skills developed in the text.

Word Count: 42925

ISBN: 978-1-77420-057-5

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