Word Count: 12935
(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.)
Word Count: 23874
(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 syllabus relies on three openly licensed textbooks:
Gagich, Melanie and Emilie Zickel. A Guide to Rhetoric, Genre, and Success in First-Year Writing.
Priebe, Sybil, Dana Anderson, and Robin Marman. Writing Unleashed.
Wangler, Sarah and Tina Ulrich, editors. 88 Open Essays: A Reader for Students of Composition and Literature.
Course Description
Offers broad preparation for both academic writing and professional communication. Includes composing for a variety of rhetorical situations, writing for both oneself, and for external audiences. Provides self-guided learning opportunities alongside more structured opportunities for practice with support as needed.
Intended Outcomes for the course
Upon completion of the course students should be able to:
ADAPT: Experiment with different genres.
INQUIRE: Locate relevant information sources in a process of inquiry.
CONNECT: Use rhetorical tools to convey and support a perspective.
REFLECT: Analyze their own learning in writing.
College Reading OER Course Materials
RD 155
Course Description
Focuses on expanding reading frequency and effectively reading complex college level texts; Emphasizes comprehension strategies, critical reading and thinking skills, information literacy, vocabulary development, student success strategies and adapting reading rate to different reading tasks.
Improve reading rate, vocabulary and comprehension. Includes formation of efficient
reading habits, vocabulary development, inferential and critical reading, and adapting
reading rate to different reading tasks.
Intended Outcomes for the course
1. Proficiently use stages of reading—previewing, reading, review-and reading strategies in order to improve comprehension, control concentration, and increase persistence and retention in a variety of academic and non-academic reading tasks. Refine connections between text, the student’s life, student’s knowledge of the world, and other texts. Examine interactions between relationship, richness, structure, style, vocabulary, and purpose within complex texts. Increase reading frequency. Adjust reading rate to the nature of the material.
2. Advance and broaden use of vocabulary development strategies to learn and use new words including discipline-specific vocabulary in listening, speaking and writing. Advance word parts study.
3. Refine written evaluation, analysis, and reflection in response to various texts.
4. Analyze texts in order to identify and articulate explicit and implied main idea and major details, distinguish fact from opinion, determine the author’s and reader’s purpose and bias, and distinguish between literal and figurative meaning in a variety of increasingly complex academic and non-academic reading materials. Make accurate inferences and rely on information provided in text to substantiate thinking. Identify and evaluate complex points of view in different texts. Cultivate flexibility and skepticism about author’s and reader’s perspectives.
5. Use library resources to formulate a research query and select appropriate sources of information. Use critical thinking to evaluate increasingly complex and diverse information and sources for academic and lifelong learning. Identify and make use of steps in the research process.
6. Exhibit habits and contribute to academic success, including engagement and intellectual curiosity. Employ active learning and study strategies for academic success. Use campus support services and other learning resources to help meet academic goals. Participate in a classroom learning community in a respective and responsive manner.
College Reading Syllabus
RD 115 College Reading
Course Description
Focuses on expanding reading frequency and effectively reading complex college level texts; Emphasizes comprehension strategies, critical reading and thinking skills, information literacy, vocabulary development, student success strategies and adapting reading rate to different reading tasks.
Improve reading rate, vocabulary and comprehension. Includes formation of efficient
reading habits, vocabulary development, inferential and critical reading, and adapting
reading rate to different reading tasks.
Course Outcomes
*NOTE THIS COURSE HAS SIX OUTCOMES, MOST OF WHICH HAVE MULTIPLE PARTS. THEY ARE BROKEN DOWN INTO
SMALLER MEASURABLE AREAS BELOW.
1a. Proficiently use stages of reading—previewing, reading, review-and reading strategies in order to
improve comprehension, control concentration, and increase persistence and retention in a variety of
academic and non-academic reading tasks.
1b. Refine connections between text, the student’s life, student’s knowledge of the world, and other texts.
1c. Examine interactions between relationship, richness, structure, style, vocabulary, and purpose within
complex texts.
1d. Increase reading frequency.
1e. Adjust reading rate to the nature of the material.
2a. Advance and broaden use of vocabulary development strategies to learn and use new words including
discipline-specific vocabulary in listening, speaking and writing.
2b. Advance word parts study.
3. Refine written evaluation, analysis, and reflection in response to various texts.
4. Analyze texts in order to:
a. identify and articulate explicit and implied main idea and major details,
b. distinguish fact from opinion
c. determine the author’s and reader’s purpose and bias, and
d. distinguish between literal and figurative meaning in a variety of increasingly complex academic
and non-academic reading materials.
e. Make accurate inferences and rely on information provided in text to substantiate thinking.
4f. Identify and evaluate complex points of view in different texts.
4g. Cultivate flexibility and skepticism about author’s and reader’s perspectives.
5a. Use library resources to formulate a research query
5b. Select appropriate sources of information. Use critical thinking to evaluate increasingly complex and
diverse information and sources for academic and lifelong learning.
5c. Identify and make use of steps in the research process.
6a. Exhibit habits and contribute to academic success, including engagement and intellectual curiosity.
6b. Employ active learning and study strategies for academic success.
6c. Use campus support services and other learning resources to help meet academic goals.
6d. Participate in a classroom learning community in a respective and responsive manner
Textbook for introductory composition, focusing on writing processes, essay writing, and research writing.
Textbook to use in a Learning Support Writing class.
This is a resource to give to students about expectations for college writing, including links and resources for writing papers, emails, and more in an academic and professional manner.
Abstract
This PDF focuses on college-level writing, critical reading, and research challenges. This College Writing Handbook is a modified version of the Guide to Writing by Vallerie Mott and a writer listed as "Alexis." The original version of this book was released under a CC-BY license and is copyright by Lumen Learning. The changes to this book listed are released under a CC-BY-SA license and are copyright by Joshua Dickinson of Jefferson Community College.
Description
This all-in-one handbook has several chapters on the writing process. Also featured is coverage of critical reading, logical fallacies, avoiding plagiarism, citing in APA or MLA style, writing across the disciplines, as well as the typical grammar, punctuation, usage, ESL coverage.
URI
http://hdl.handle.net/1951/71295
Subjects
College Writing, Research, Usage, Grammar, Handbook, APA Style, MLA Style, Writing Process
This is a lesson plan for an English class
Students use their five senses as a prewriting tool to guide their poetry writing as they compose free-form poems using imagery to describe a color.
Introduces color words and recognition to students through shared reading, color song and rhyme, and guided activity. Students will sort color stickers into color coded worksheet that they create. Time permitting, students will also use an iPad app to identify and sort colors and sort pom-poms by color.
Introduces color words and recognition to students through shared reading, color songs, rhymes and fingerplays and whole group activity. Students will sort colored cereal onto color sorting mat handout. Time permitting, students will also use an iPad app to identify and sort colors and sort pom-poms by color using various materials.
Extensions of lesson include: independent color recognition matching game and color games called Color Crazy and Monster Smash which are partner/group activities.
Introduces color words and recognition to students through shared reading, color song and rhyme, and guided activity. Students will sort color stickers into color coded worksheet that they create. Time permitting, students will also use an iPad app to identify and sort colors and sort pom-poms by color.
Students will get to shake up the day a bit with a writing prompt and video on kindness! Everyone needs a little kindness added to their day, so let's teach our students about it! This lesson focuses on use complete thoughts, but prompts the students with questions on how to write. It can be used anywhere from 1-5 grade and with that comes a little change to the lesson.
Coloring Alphabet flashcards
This lesson is the first lesson of the series The Color of Law: The Role of Government in Shaping Racial Inequity. In this lesson, students examine the local, state and federal policies that supported racially discriminatory practices and cultivated racially segregated housing.
This lesson is the third and final lesson of the series The Color of Law: The Role of Government in Shaping Racial Inequity. In this lesson, students examine policies that supported and cultivated the creation of the white middle class and the practices that excluded black and nonwhite people from economic development.
This resource was created by Ross Renfo, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.
Multidimensional, challenging, and popular with students, comics provide an excellent way to introduce the concept of genres.