This is a resource to use if you want to have a great time in class and have a wonderful student teacher dynamic. it will help you cultivate a great working relationship with your students.

Connect, Collaborate, Communicate

Short Description:
This OER textbook has been designed for students to learn the foundational concepts for English 100 (first-year college composition). The content aligns to learning outcomes across all campuses in the University of Hawai'i system. It was designed, written, and edited during a three day book sprint in May, 2019.

Word Count: 32252

ISBN: 978-1-948027-07-6

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The five paper assignments this collection guide students from personal writing to academic writing, and from writing with a provided source through finding and citing general sources and scholarly sources to stake out a position.

These four literature-based composition assignments guide students through increasingly sophisticated use of sources. The different techniques used in each of the first three papers are all applied in the longer fourth paper, for which students “adopt” a short story and its author, performing wide-ranging general and scholarly research to create a unified discussion.

Media-rich textbook for an introductory English course. It covers the writing process, as well as descriptive, narrative, illustration, persuasion, and causal analysis essays.

Short Description:
Composition I focuses on principles of writing, critical reading and essay composition using rhetorical styles common in college-level writing (narrative, example/illustration, compare/contrast, cause-and-effect, argument).

Long Description:
Composition I focuses on principles of writing, critical reading and essay composition using rhetorical styles common in college-level writing (narrative, example/illustration, compare/contrast, cause-and-effect, argument).

Word Count: 43541

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This lesson plan covers racial themes in To Kill a Mockingbird.

An English Language Learner is anyone, of any age, whose first (or native) language is not English and is currently learning English. Usually, this term is used in the US for students (K-12 and post-secondary) whose first language is not English

An English Language Learner is anyone, of any age, whose first (or native) language is not English and is currently learning English. Usually, this term is used in the US for students (K-12 and post-secondary) whose first language is not English

An English Learner is anyone, of any age, whose first (or native) language is not English and is currently learning English. Usually, this term is used in the US for students (K-12 and post-secondary) whose first language is not English. This resource was updated to change English Language Learner to the most recent term, English Learner (EL). 

Students from Germany and Sweden worked together in groups to write travel blogs, one for each of the countries that take part in our Erasmusprojekt "Die Kinder von Europia: Schule, Arbeit und Leben in 100 Jahren".

https://eurokids100.wordpress.com/2016/05/20/ergebnisse-des-lernmoduls-virtual-globetrotters/

Students use the 5 Ws (who, what, when, where, why, and how) to evaluate an information source and determine if they would cite it in a paper. This assignment is used as an information literacy exercise at the University of Tennessee Libraries, where students are given a New York Times column to read before completing the assignment in groups.

For a copy of this resource as it was originally given to students, go to: https://drive.google.com/file/d/0B0vtrPDaeiV6VFJUYUNzRGlfb00/view?usp=sharing. Results of the use of this activity were shared in an article published in the journal Reference & User Services Quarterly 53, no. 4 (Summer 2014): 334-347.

I have been concerned with high impact practices and strong student engagement in higher education for a number of years. One aspect of student engagement that I think is often lacking in higher education is a strong connection between course work and a student’s own life, a way to connect learning to life. While it is sometimes easier to see how their major may connect to their life goals, it is not always as easy to see how literature might connect to their world. This project is designed to show a direct connection between texts they read and study in the class and some aspect of their own lives, often an aspect that they may not have thought of in these terms [or in any terms] before. The final project requires students to identify a personal or familial artifact [either tangible or intangible] and apply what they have learned from the fiction they have read to an analysis of that artifact.