This workbook is used for library instruction for first year English courses. The model blends online tutorials, learning activies, and drop-in workshops. The learning objectives are detailed in the workbook.
Mini-lessons are a great way to teach students about small tidbits of writing without overwhelming them. These sessions are 10-15 minutes long, which is the perfect amount of time to engage students without them losing interest. Lesson ideas include Character Development, Setting Development, Sequence of Events, Dialogue, Strong Endings
PLEASE NOTE: Some K-12 sites block access to Google Docs where this file resides. If you are unable to access it, it is also available at https://human.libretexts.org/Bookshelves/Literature_and_Literacy/Book%3A_88_Open_Essays_-_A_Reader_for_Students_of_Composition_and_Rhetoric_(Wangler_and_Ulrich)
This book is a free and open resource for composition instructors and students, full of essays that could supplement OER rhetoric and writing texts that lack readings. All of the essays in this reader are versatile rhetorically and thematically. It is arranged alphabetically by author name. Each essay has a series of hashtags that apply to the essay in some way. You can search for essays thematically for topics like education, the environment, politics, or health. You can also search for essays based on composition concepts like analysis, synthesis, and research. You can search for essays that are based on shared values, essays that rely heavily on ethos, logos, or pathos, essays that are very kairos-dependent, and essays that are scholarly.
This collection was created in Google Docs so that it is easily adapted and edited.
The Framework, re-framed in "plain English" for students and faculty. The goal was to make the ACRL Framework easier to understand (many people don't use iterative in everyday conversation, for example) and to make the connection between information literacy and institutional mission/vision and learning outcomes clear.
Cover photo by geraldo stanislas on Unsplash
Examples and quizzes to reinforce understanding of APA and MLA style and formatting. A quiz bank is available in XHTML or Moodle XML format. These can be imported into a learning management system for students to check their understanding.
The standard citation style guide book for the fields of business, education, health science, public service, and social science is the Publication Manual of the American Psychological Association, 6th edition, 2010. The American Psychological Association (APA) publishes the manual. We commonly refer to it as "the APA Manual".
The business, education, health science, public service, and social science departments at IRSC recommend APA format for papers written in these fields.
Two types of citations are included in most research papers: citations within the text of the document and a list of reference citations at the end of the paper.
The APA Manual uses the author-date citation system for in-text citations.
The sources you use in your work are included as a separate list at the end of the paper. The APA Manual suggests using the title, References, for the list.
This writer’s reference condenses and covers everything a beginning writing student needs to successfully compose college-level work, including the basics of composition, grammar, and research. It is broken down into easy-to-tackle sections, while not overloading students with more information than they need. Great for any beginning writing students or as reference for advanced students!
"The Tragedy of Hamlet" is, first and foremost, a text to be performed. William Shakespeare intended for the text to be seen in performance, not read, and all of the early texts have no reliable connection to Shakespeare's editorial authority.
In light of this, from the very earliest printings, editors have chosen to edit the play's text for particular purposes: to make a quick buck, to memorialize a recently deceased friend, to conform to a time period's unique aesthetic, or to attempt to reconstitute what Shakespeare might have intended in an ideal version of the play.
This particular edition is focused on the student who wants to read the play quickly. The edition is unabashedly abridged. "The Tragedy of Hamlet" is a long play, and, in a time of increasingly compressed curricula, a maximal edition can often take a long time to get through in class. Nearly all performances of the play, both on stage and screen, feel empowered to reduce the size of the play. The Zeffirelli film cuts the play's text by half. Moreover, if we use"Romeo and Juliet"s prologue as a guide that most of Shakespeare's plays were approximately two hours in length, then that suggests that "Hamlet," which can easily reach four-hour run-times in a "full-text" version, can be cut in half and still be coherent.
Therefore, this is a performative textual edition. It cuts the text by 50% but doesn't dumb down Shakespeare's language by modernizing spelling or altering the syntax. In particular, this edition has removed the Fortinbras subplot. Teachers and students should be aware that this removes a significant political theme in the play. It also removes a Hamlet soliloquy and a key foil for Hamlet's character.
This edition is based on the 1860 Globe edition because of its free availability. Later editions (both full-text and abridged) might eventually be offered that are based on a critical conflation of early texts in order to arrive at an ideal authorial-intent text.
Importantly, this edition has the advantage of including textual annotations to help the student understand difficult vocabulary, syntax, and cultural allusions. In this last regard, the edition attempts to be more useful than other online texts of the play that might be freely available but lack helpful guidance for the reader.
Other contextual material are provided to help the student understand early appreciations of the play.
This is a collection of interactive Google Forms to complement a series of instructional videos by Shaun Macleod and Mark Roberts of SmrtEnglish. Each exercise includes a short video along with original, self-grading comprehension questions and analysis of contextual grammar examples designed for upper-level writing students of English for Speakers of Other Languages (ESOL). When you click on a link below, you will be prompted to save a copy of the form to your own Google Drive. This allows you to edit the form as you wish and ensures that the data you collect from your students go to your computer. If you have questions or feedback, please feel free to contact me at firstname.lastname@example.org.
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Adaptation of Empoword by Shane Abrams. Link to original text: https://pdxscholar.library.pdx.edu/pdxopen/20/
This adaptation slims down the original by cutting student texts, activities, assignments, and the metacognitive section. Intended for use as a reader.
After students have learned to support a thesis with topic sentence claims and textual evidence, they need to learn how to analyze the evidence for their reader. This worksheet will help students compare evidence from a courtroom trial, to how they will analyze the evidence they use in their writing.
This phonics program was developed to serve students with diverse educational backgrounds, with a specific focus on refugees. One of the challenges in working with refugees is that, unlike international students, they come to English classes with huge variation in educational experience. Some students may have finished high school or have a college degree, while others may not have ever picked up a pencil before. The goal of this program is to provide a bridge for those students with limited literacy skills so that they are able to move on to a more traditional beginning ESL class. There are a number of assumptions about academic skills made in most English language classrooms, even at a beginning level. As a result, teachers and students alike become frustrated when those expectations are confounded.
Energy policy is typically evolutionary as opposed to revolutionary. We can look to historical policies to understand how we've inherited the policies governing our energy use today. But looking backward only tells us part of the story. In the face of climate change, we need to look ahead and instead envision a more revolutionary change to our energy systems and the policies that govern them. This class takes you on that journey to energy policies past, present, and future. We look at the political realities of addressing climate change at various scales of governance and work together to craft our own ideal scenarios of what a responsible energy future will be.
Given the secondary position of persons of African descent throughout their history in America, it could reasonably be argued that all efforts of creative writers from that group are forms of protest. However, for purposes of this discussion, Defining African American protest poetrysome parameters might be drawn. First—a definition. Protest, as used herein, refers to the practice within African American literature of bringing redress to the secondary status of black people, of attempting to achieve the acceptance of black people into the larger American body politic, of encouraging practitioners of democracy truly to live up to what democratic ideals on American soil mean. Protest literature consists of a variety of approaches, from the earliest literary efforts to contemporary times. These include articulating the plight of enslaved persons, challenging the larger white community to change its attitude toward those persons, and providing specific reference points for the nature of the complaints presented. In other words, the intention of protest literature was—and remains—to show inequalities among races and socio-economic groups in America and to encourage a transformation in the society that engenders such inequalities. For African Americans, Some of the questions motivating African American protest poetrythat inequality began with slavery. How, in a country that professed belief in an ideal democracy, could one group of persons enslave another? What forms of moral persuasion could be used to get them to see the error of their ways? In addition, how, in a country that professed belief in Christianity, could one group enslave persons whom Christian doctrine taught were their brothers and sisters? And the list of “hows” goes on. How could white Americans justify Jim Crow? Inequalities in education, housing, jobs, accommodation, transportation, and a host of other things? In response to these “hows,” another “how” emerged. How could writers use their imaginations and pens to bring about change in the society? Protest literature, therefore, focused on such issues and worked to rectify them. Poetry is but one of the media through which writers address such issues, as there are forms of protest fiction, drama, essays, and anything else that African Americans wrote—and write.
WR122 continues the focus of WR 121 on academic writing as a means of inquiry with added emphasis on persuasion and argument supported by external research; it also uses critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate original positions. The course emphasizes development of writing and critical thinking through logical reasoning, rhetorical control, independent research, and information literacy.
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.