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.
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For advanced students who wish to build confidence and skills in spoken English. Focuses on the appropriate oral presentation of material in a variety of professional contexts: group discussions, classroom explanations and interactions, and theses/research proposals. Valuable for those who intend to teach or lecture in English. Includes language laboratory assignments. The goal of the workshop is to develop effective speaking and listening skills for academic and professional contexts.
Provides the opportunity for students to work intensively on developing the research claims and arguments in their writing. Open to both Master's and Ph.D. students and designed to maximize cross-fertilization between programs and research areas. First part devoted to reading and writing assignments that guide students in focusing on the connections between their research claims, the evidence that supports those claims, and the reasoning that underlies that support. In the latter part, students provide successive drafts of their project for group commentary and guidance in revision. The purpose of this seminar is to expose the student to a number of different types of writing that one may encounter in a professional career. The class is an opportunity to write, review, rewrite and present a point of view both orally and in written form.
Students are often asked to perform speeches, but rarely do we require students to analyze speeches as carefully as we study works of literature. In this unit, students are required to identify the rhetorical strategies in a famous speech and the specific purpose for each chosen device. They will write an essay about its effectiveness and why it is still famous after all these years.
By analyzing Dear AbbyŐs ŇrantÓ about bad grammar usage, students become aware that attitudes about race, social class, moral and ethical character, and ŇproperÓ language use are intertwined.
After gaining skill through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while crafting the text to make an effective argument. Their analysis will consider questions such as: What makes the speech an argument?, How did the author's rhetoric evoke a response from the audience?, and Why are the words still venerated today?
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.
In this learning area, you will learn how to develop an argumentative essay and stronger critical thinking skills. This learning area will help you develop your arguments, understand your audience, evaluate source material, approach arguments rhetorically, and avoid logical fallacies. Here, you’ll also learn about evaluating other arguments and creating digital writing projects related to your argument.
We know you have come to this tutorial because you are a serious writer who wants to write well — and correctly! You have probably heard the word plagiarism and would like to understand it better. You have come to the right place. In this tutorial, you’ll learn:
What plagiarism is
How to recognize seven different kinds of plagiarism
The correct way to use ‘open access’ materials
The consequences of plagiarism
How to avoid plagiarism by doing the following:
Citing sources correctly
Recognizing ‘common knowledge’
Writing good paraphrases
Writing good summaries
Taking careful notes
Bad Ideas About Writing counters major myths about writing instruction. Inspired by the provocative science- and social-science-focused book This Idea Must Die and written for a general audience, the collection offers opinionated, research-based statements intended to spark debate and to offer a better way of teaching writing. Contributors, as scholars of rhetoric and composition, provide a snapshot of and antidotes to major myths in writing instruction. This collection is published in whole by the Digital Publishing Institute at WVU Libraries and in part by Inside Higher Ed.
In this lesson, students will compare and contrast the "Give Me Liberty or Give Me Death!" speech by Patrick Henry with two speeches by Chief Tecumseh of the Shawnee. This lesson extends the study of Patrick Henry's speech to demonstrate the ways Native Americans also resisted oppression through rhetoric. By examining these three speeches, students can develop a new respect for the Native Americans' politically effective and poetic use of language. Students are challenged to recognize the rhetorical devices used by both men and their own emotional responses to the two speeches, in addition to translating a portion of Henry's speech to emulate the style of Tecumseh.
Students study Patrick Henry's "Give Me Liberty or Give Me Death" speech and the ways Native Americans also resisted oppression through rhetoric and action.
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/.
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.
In this seminar you learn how to communicate an effective conclusion for an informational form of writing with clarity and precision. You will learn the three key points that must be in your writing in order to effectively conclude your thoughts and ideas. You will make a comic book, read informational pieces that are also learning activities to enhance your social studies and science curriculum.StandardsC.C.1.4.4D Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section.
This course allows students to develop effective written communication strategies specifically for the workplace. From idea gathering to drafting to delivery, this course will prepare students to write a variety of documents, including memos, letters, and reports, tailored to professional audiences.
In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field. Calling attention to this paradox in his foreword to the collection, Paul Butler observes, "Many of the chapters work within the liminal space in which style serves as both a centralizing and decentralizing force in rhetoric and composition. Clearly, the authors and editors have made an invaluable contribution in their collection by exposing the paradoxical nature of a canon that continues to play a vital role in our disciplinary history."