Review of OpenNow from Cengage English Composition 2 Reading & Learning Objectives
https://drive.google.com/open?id=1R3lBo2FVvMsU-RXdTIMTjUyFqX9JGemrxgySiAsWq5A

Purpose of this essay is to reinforce student's understanding of Rhetorical Strategies and how they are used in everyday works. 

Designed for use as a textbook in first-year college composition programs, written as a practical guide for students struggling to bring their writing up to the level expected of them by their professors and instructors.

About the Arts, Care & Connection Lesson Collection: Arts for Learning Northwest collaborated with Oregon teaching artists on this collection of arts integration modules designed for K-5 students, with integrated social emotional learning content in the areas of dance, visual arts, theater, and music.

The main objective of this cross-disciplinary course is to understand the historical development and the current status of ideas and models, to present and question the constraints from the different research fields, and to investigate if and how the different views on mantle flow can be reconciled with the currently available data.

Skills for English Composition is in draft form, being prepared under an OER Grant from the Tennessee Board of Regents by a team of faculty from Volunteer State Community College.

This source consists of an open textbook organized around making students successful writers. Topics include higher order concerns, such as the writing process and lower order concerns, such as advice on grammar and word choice.

The purpose of this resource is to help guide students through synthesizing of readings. It's only a beginning lesson in synthesis. 

These materials were designed as part of the Equity and Open Education Faculty Cohort in the Summer of 2020.
The materials are for IRW 90 -- Foundations of College Reading and Composition

This document contains three parts:

1. My Implementation Goals
2. Open Access Textbooks used in the course
The Word on College Reading and Writing
1,2,3 Write!
3. IRW 90 Course Calendar (Weeks 1-2) incorporating the open access textbooks with links to related activities and assignments.

IRW 90 Foundations of College Reading and Composition

Course Description
Covers reading and writing processes, topic development, and revision for clarity. Focuses on developing flexible strategies for reading and writing, and producing clear and coherent paragraphs and essays. Emphasizes strategies for comprehension and metacognition, critical reading and thinking skills, intellectual curiosity, vocabulary development, and writing conventions.

Intended Outcomes for the course
Upon completion of the course students should be able to:
Read to understand main ideas, supporting details, and a writer’s purpose in a variety of texts.
Use composing and reading strategies for comprehension.
Use reading strategies to write coherent texts that develop ideas in support of a central idea.
Use writing conventions (content, form, format) to communicate the writer’s ideas.
Use strategies to enhance and diversify knowledge of vocabulary.
Follow a process to access information in textbooks and other reference texts.
Use flexible strategies for pre-reading, reading, reviewing, rereading, correcting comprehension, drafting, revising, and editing.

This is a complete course on Texas State government, developed by Austin Community College.

Nigel Poor is a photographer who spends time documenting everyday existence, exploring the meaning of the traces of ourselves that we leave behind. She focuses on ordinary objects and materials, researching what makes an object “worthy of preservation,” in her words. This KQED Art School video was created in collaboration with SFMOMA, who commissioned art-making activity ideas from Nigel Poor for their Open Studio project.

This resource is useful in a first-year composition course. The examples are intended for a literature-based composition class. There are also examples of opening strategies intended for an expository composition class. The Word version will give both types of examples.

This video presents "description" as a rhetorical mode.  Students can select a captioned version, an uncaptioned version, or a full transcript.

During this course of study, students will read the short fiction of writers with a broader perspective. It is my hope that through experience of the work of a group of diverse female writers that students will be able to examine an author’s text and life experience in order to determine their point of view. They will be asked to learn about different writers, analyze what aspects of their life are important, determine why it is that they chose this topic to write about, and cultivate their own views about what the writers view as important. Also, during this process, they will have the opportunity to write about what they determine is important.

Roxane Gay states that writing itself is a political act.2 I would agree. I think writing is a way for the writer to exert their power. My students often feel they have no voice, but there are a multitude of ways for underrepresented voices to be heard including, but not limited to, expressing political power. As young people, it is important for my students now to start thinking about what is important to them. In their research, Xu, Mar and Peterson found experience has an important impact on political views. It is important for my students to have experiences.3 While my students don’t have the right to vote, they have the ability to cultivate their voice to determine what issues are important to them and what their stance is on those issues. In the long term, this will be very important when they do reach the age to become voters.

It is my hope that through the study of writers like Chimamanda Ngozi Adichie, Sandra Cisneros, Toni Morrison, and Nadine Gordimer, among others, that my students will start to see how women have regained their power through writing. I want my students to find their voice like Roxane Gay, who overcame adversity and found her inner strength, her inner voice, through the written word .4 This is what I want for my students. I want them to be able to cultivate their own voice to share with the world so they can be heard. One of the ways we will do this, just as Gay talks about in finding her own voice, is through reading the writing of powerful women and my students’ own writing.

Reading list of openly licensed resources for WR 115. Offers broad preparation for using writing in service of student success. Provides supported opportunities for practice in reading critically, locating information, exploring ideas, and writing to learn.

Upon completion of the course students should be able to:

ADAPT: Read and compose texts for different purposes.

INQUIRE: Locate information that will help them in their thinking.

CONNECT: Convey and support a perspective.

REFLECT: Analyze their own learning in writing.

Introduces college level skills in reading critically, exploring ideas, and writing. Covers composing essays which support a thesis through structure appropriate to both thesis and reader and revision for clarity and correctness. This syllabus includes open and free materials.