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.

By engaging with this resource which presents texts by diverse world writers from 1650 to the present, learners will: (1) engage with diverse world writers in translation, including canonical and less canonical texts, and (2) identify literary conventions and trends across genres. The texts are in chronological order, but can be adapted by the faculty in whatever way they see fit. Each text is introduced with a brief discussion of author, original language and time period, and the literary conventions the students can expect to see in the text.

This work (Autobiography of Alice B. Toklas by Gertrude Stein) is free of known copyright restrictions.

This resource aims to generate ideas and possibilities about how to advance student understanding of logic in writing beyond the notion that logic is always a collection of data points or a reference to facts. Instead of reducing logic to numbers and statements, this source hopes to introduce students and teachers to the existential questions that are always involved in the logical appeals of a text: how do we know what we know and why does it matter?

This resource aims to generate ideas and possibilities about how to advance student understanding of logic in writing beyond the notion that logic is always a collection of data points or a reference to facts. Instead of reducing logic to numbers and statements, this source hopes to introduce students and teachers to the existential questions that are always involved in the logical appeals of a text: how do we know what we know and why does it matter?

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.

Students learn how to annotate texts through the process of C.A.T.C.H. Then, they will use their annotations to make meaning by inferring/interpreting and evaluating/making judgments. Through this 10 1/2 minute video instruction and three handouts students will learn and practice an easy to remember 3-step process to critical thinking that will make their learning visible and help them discover how and why they can make meaning out of everything they read, see, and hear. Now they will have ready answers for discussions, questions, essay-writing, and quizzes.

The activities here work on analysis and synthesis skills. They take canonized text that are often taught at different times in the school year due to their placement in U.S. and world history and ask students to pair them together. A variety of activities and assessments are described or suggested throughout this resource to help students explore the boundaries surrounding certainty and doubt and lived experience. 

These materials provide resources for those wanting to assist students with their reading comprehension and vocabulary. See section 1, titled "Overview" for additional information. The Overview (section 1) also contains a common course cartridge with the assessments for these learning materials including quizzes, discussions, and writing assignments. 

A Handbook to Understanding College Composition, SP22 edition. Curated and/or composed by the English Faculty at Howard Community College.

PDF and Word document versions of Doe v. Bolton Concurring Opinion by Warren E. Burger.Original from Wikisource.org Doe v. Bolton/Concurrence Burger

The materials in this resource are intended for first-week-of-class activities in a literature-based composition course, although "The Danger of a Single Story" would be appropriate for viewing and discussion at any time during the semester. The first section of this resource explains some reasons for taking a literature-based composition course. The remaining materials provide ice-breaker and introductory activites.The "Varieties of Why," the study questions, and the discussion board activity are licensed under CC BY-NC-SA. The "Danger of a Single Story" by Chimamanda Ngozi Adichie is used under CC BY-NC-ND 4.0.

This resource contains a downloadable common cartridge file for ENGL1020. The entire course is a true OER remix, containing original OER materials as well as OERs adopted or adapted from other authors. The course includes the texts of readings, or links to the text. Each page in the course has a CC license on it.

In this lesson, students will study some grammatical principles about how Swift crafted “A Modest Proposal.”

English Literature: Victorians and Moderns is an anthology with a difference. In addition to providing annotated teaching editions of many of the most frequently-taught classics of Victorian and Modern poetry, fiction and drama, it also provides a series of guided research casebooks which make available numerous published essays from open access books and journals, as well as several reprinted critical essays from established learned journals such as English Studies in Canada and the Aldous Huxley Annual with the permission of the authors and editors. Designed to supplement the annotated complete texts of three famous short novels: Henry James’s The Turn of the Screw, Joseph Conrad’s Heart of Darkness, and Aldous Huxley’s Brave New World, each casebook offers cross-disciplinary guided research topics which will encourage majors in fields other than English to undertake topics in diverse areas, including History, Economics, Anthropology, Political Science, Biology, and Psychology. Selections have also been included to encourage topical, thematic, and generic cross-referencing. Students will also be exposed to a wide-range of approaches, including new-critical, psychoanalytic, historical, and feminist.

In addition, each selection is accompanied by a variety of study questions and stable internet links to enriching dramatic adaptations, as well as broadcast discussions of selected works and authors. Some of the units afford students the opportunity to explore archival documents and to use them in their own research.

Finally, the open text contains 3 practical appendices: a glossary of literary terms, detailed instruction in writing about literature; and thorough guidance in documenting the research paper in accordance with current MLA guidelines.

"Focus on 'Henry V'" is a peer-reviewed, multimedia, digital Open Educational Resource co-authored and co-produced by faculty, graduate students, and undergraduates on the innovative digital publishing platform Scalar. Chapters include guides to early printed editions, sources, and performance and cinematic histories of the play, as well as teaching resources and in-depth case-studies of particular scenes. All chapters include rich multimedia and audio recordings of body text and image captions. In addition to a traditional Table of Contents, the digital book allows users to navigate the materials through multiple pathways and visualizations. In this way the book offers not only a cutting-edge, renewable OER for college and K-12 teachers but also a model for maximizing the affordances of the digital medium.

This paper serves as an exploration into some of the ways in which organizations can promote, capture, share, and manage the valuable knowledge of their employees. The problem is that employees typically do not share valuable information, skills, or expertise with other employees or with the entire organization. The author uses research as well as her graduate studies in the field of Human Resource Development (HRD) and professional career experiences as an instructor and training and development consultant to make a correlation between the informal workplace learning experiences that exist in the workplace and the need to promote, capture, and support them so they can be shared throughout the organization. This process, referred to as knowledge sharing, is the exchange of information, skills, or expertise among employees of an organization that forms a valuable intangible asset and is dependent upon an organization culture that includes knowledge sharing, especially the sharing of the knowledge and skills that are acquired through informal workplace learning; performance support to promote informal workplace learning; and knowledge management to transform valuable informal workplace learning into knowledge that is promoted, captured, and shared throughout the organization.

From the Ground Up is a collection of undergraduate writings on the interplay between health, the environment and community. The chapters range from engaging pieces on life during the Covid Lockdowns of 2020 to the environmental artist and food justice activist Ron Finley who is merging community, art and food security in South Central, Los Angeles. This work also includes an exceptional analysis of the haunting legacy of contaminated waterways in Brazil. The methods of analysis found within the collection include PhotoVoice and visual analysis—methods which have long been utilized within sociology, history, cultural studies, anthropology and community-based participatory research to achieve theories of resilience (via an analysis of community voices and community art forms) that literally emerge from the ground up.