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.

This is a digital interactive anthology of texts devoted to Spanish Romanticism especially designed for university non-Spanish speakers that are enrolled in Spanish majors or minors and are at least in their third year of study. This anthology may be used as textbook for any course by any instructor who might desire to use it without any written permission from the author. It may be used as a whole for a course on Spanish Romanticism or any parts of it may be used in conjunction with other texts to offer a course on a wider period of Spanish literature. The instructor (or reader) is more than welcome to use it as he or she sees fit. However, references to it are expected if the anthology is used for scholarly works.

This reader contains 11 original instructional essays written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 6. This level 6 reader, one of a series of six readers, is roughly equivalent to grades 7.5 to 9 in the K-12 system. New vocabulary are set in bold throughout each story, and then summarized and defined in a Glossary found in the appendix. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

A series of Poweroint presentations dealing with guidelines on how to acquire research and organisational skills for first-year undergraduate level essays and presentations in the History of Art 

While many study skills, composition and reading skills texts separate these activities into discrete skills to be learned separately, this books recognizes that these skills are interconnected. A student who struggles with the reading will have a hard time writing about it or discussing it. A student who has inadequate strategies for listening to lectures will struggle to see the connections between the lecture and the reading. Therefore, this book moves away from the “skills and drills” texts that are so common in reading and writing textbooks. Instead, this book features process and provides opportunities for students (and instructors) to think about the best ways to approach academic tasks. For example, a “skills and drills” oriented book might teach students how to take Cornell Notes and use graphic organizers, but it does not provide any information for students that would allow them to decide when it would be best to choose one note taking method over the other. This book’s main focus is helping students develop that sort of judgement.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).

In this lesson, students will reflect on the main characters in the two short stories they have read recently. They will begin a short paper about these stories.

My interest in re-designing my Writing 115 classes to utilize Open Educational Resources grew out of the reality that many students on this level are often challenged by a lack of money. This class is one more that they must take before they even start transfer-level writing. They are also challenged to pay for tuition, fees, and everyday living expenses. When a student chooses food over books because the books are unaffordable, their chances of success go down.

I started my re-design with the textbook I had been using and chose readings from it. Since most are previously published pieces available on the Internet, it’s easy to locate them and provide a link to them. If I had a reading that wasn’t as readily available, I consulted my friendly neighborhood reference librarians. For readings on writing instruction and grammar, I relied on the titles from the Open Oregon project. My students have enjoyed these books for their readability, general usefulness, and portability.

In addition to a course syllabus, I have included activities in this document that I developed to use in my writing classes. Please feel free to use any of them that fit the needs of your students. I would love a shout-out if you do, and I also welcome questions and suggestions.

This course addresses the place of contemporary queer identities in French discourse and discusses the new generation of queer authors and their principal concerns. Class discussions and readings will introduce students to the main classical references of queer subcultures, from Proust and Vivien to Hocquenghem and Wittig. Throughout the course, students will examines current debates on post-colonial and globalized queer identities through essays, songs, movies, and novels. Authors covered include Didier Eribon, Anne Garréta, Abdellah Taïa, Anne Scott, and Nina Bouraoui. This class is taught in French.

This article provides geography lessons to teach elementary students about the polar regions. Literacy extensions are included for each lesson.

Benjamin Franklin was sixteen years old and working as an apprentice in the Boston print shop of his older brother James when, in April 1722, he began writing a series of essays to be published in the New-England Courant under the pseudonym of “Silence Dogood.” In his Autobiography, Benjamin remembered slipping these essays, written in disguised handwriting, under the door of the Courant, which James was publishing; he assumed (probably correctly) that James would refuse to print an essay from him if he simply asked or submitted it under his own name. James published the essays, which became very popular among the newspaper’s readers. Benjamin kept his authorship of the series a secret, even from his brother, until after he finished writing them in October 1722, at which point James printed an advertisement asking for “Silence Dogood” to come forth. Benjamin confessed that he was the author, which seems to have annoyed his older brother. It was not too long after that that Benjamin left his brother’s shop–breaking his apprenticeship–and moved to Philadelphia.

This course is the first intermediate-level course in Spanish, with a focus on grammar review, additional vocabulary, writing of essays in Spanish and enhancement of cultural awareness. Group activities and projects, and conversation are emphasized. There are detailed simulation activities, readings about literature and art from Latin America and Spain, activities with music videos and interviews, and viewings of recent films such as El espinazo del diablo, Juana la loca, and María llena eres de gracia. Students also participate in the MITUPV Exchange project, a multimedia-centered Web site that deals with university life at MIT, the Universidad Politécnica de Valencia in Spain, and other universities.

This dictionary arose from the Higher Education Academy-funded Collaborative Teaching Development Grant ‘Closing the Loop: Bridging the Gap between Provision and Implementation of Feedback’. While the original project was aimed at the markers providing feedback, the dictionary is the result of the realisation that students need to be able to access the resources directly themselves.

This style and referencing guide aims to address these questions and more besides. We hope that after reading it you will have a good sense of what we are looking for in your written work, but if anything remains unclear after reading this, don’t hesitate to ask your personal tutor or subject tutors for further information. If you think key information has been omitted, is unclear, or is contradictory, please bring this to our attention! We can’t fix it if we don’t know it’s broken.

In diesem Kurs erhalten Sie einen Überblick über einige wichtige literarische Texte, Tendenzen und Themen aus der deutschsprachigen Literatur- und Kulturszene. Wir werden literarische Texte, Gedichte, Theaterstücke und Essays untersuchen, sowie andere ästhetische Formen besprechen, wie Film und Architektur. Da alle Texte gleichzeitig in ihrem spezifischen kulturellen Kontext gelesen werden, tragen sie zu einem Verständnis von verschiedenen historischen Aspekten bei. Unter anderen werden folgende Themen und Fragestellungen besprochen: Technologie und deren Einfluss auf die Gesellschaft, Fragen der Ethik bei wissenschaftlicher Arbeit, Konstruktion von nationaler Geschichte und kollektivem Gedächtnis.

In this seminar we explore the history, present, and future of psychogeography, hoping to map the center and the edges of this elusive field and to pioneer potential new directions and applications for the principles we discover (or invent) along the way. We discuss classic and more recent texts—including novels, essays, poems, reviews, films, and other works of creative nonfiction and speculative fiction. Students also undertake their own psychogeographic wanderings and complete a final “carto-imagino-synthetic” project to document, describe, map, and otherwise “make sense of place” through these techniques.

This is an open-educational-resource (OER) composition textbook developed at McLennan Community College.  Its content is provided freely for use to writing instructors and students.  While this book has been designed for use in college-level, freshman-composition courses, if it serves your purposes in any other level of instruction, we are happy to share it with you.

Writing for Inquiry and Research guides students through the composition process of writing a research paper. The book divides this process into four chapters that each focus on a genre connected to research writing: the annotated bibliography, proposal, literature review, and research essay. Each chapter provides significant guidance with reading, writing, and research strategies, along with significant examples and links to external resources. This book serves to help students and instructors with a writing-project-based approach, transforming the research process into an accessible series of smaller, more attainable steps for a semester-long course in research writing. Additional resources throughout the book, as well as in three appendices, allow for students and instructors to explore the many facets of the writing process together.