This is a textbook that was originally designed for a 3000-level large lecture course on “Rhetorical Theory” at the University of Minnesota, Twin-Cities. An interdisciplinary tradition, rhetorical theory describes how speech, representation, and power are managed by techniques and technologies of communication. The plan of this book moves from rhetoric as an art of speech to rhetoric as a technology of power. The early chapters provide definitions and context for rhetoric as speech, middle chapters (e.g., on signs, symbols, visual images, argumentation, and narrative) describe rhetoric as representation, and the concluding chapters (e.g., on settler colonialism, secrecy, and digital rhetoric) elaborate on rhetoric as a technology of power. Of course, there is considerable overlap across these areas: the chapter on “rhetoric and ideology” sets the stage for later understandings of rhetoric as power; the chapter on “the rhetorical situation” hearkens back to the introductory understanding of rhetoric as speech. The book includes (audio and/or video) recordings with each chapter, as well as guidelines for proposed written assignments. Students using this resource should gain a thorough understanding of what rhetoric is, how it was practiced historically and today, and the ways that rhetoric wields an invisible influence over contemporary public and political life. Additionally, this book is designed for use across a variety of modalities, including in-person, online (synchronous/asynchronous), and hybridized formats. Additional resources (PowerPoint slides, quiz/exam questions) are also available to confirmed instructors upon request.

Word Count: 33847

(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.)

Improves reading through work on vocabulary development, motor skills, comprehension and some reading rate improvement. Instruction includes sentence structure, paragraph and essay development, and written expression. Students can expect to increase working vocabulary and improve skills in basic communications.

Instructor guide: http://bit.ly/2oumRrX

This wiki contains materials for teaching RWS 100 and 200. It supports the work carried out in the RWS teaching internship (RWS 796A) for new TAs. We will use it to share and discuss resources for teaching, pedagogy, and professional development. You are also invited to use it to share work, draft teaching materials, add links, think out loud, introduce yourself, etc.

Textbook developed for use with English Language Instruction students to improve English skills quickly to get language proficiency to take college courses or practice a profession.

This textbook provides students with guidelines for understanding writing tasks as intellectual work using Bloom’s Taxonomy and for treating the writing process as a set of variable activities that move along a trajectory from idea or assignment to a finished product. The book also includes chapters on strengthening reading strategies and on finding, evaluating, and using sources effectively.

This text is an Open Educational Resource (OER), responding to the growing movement for Zero Cost Course Materials at SFSU, and the need to lower the costs of higher education in any way we can to provide equity and inclusion for everyone regardless of socioeconomic privilege. In addition, as an OER, this text is available far beyond one course and adaptable to students’ needs throughout their careers.

To minimize cost and maximize new learning technologies, while being mindful of various learning styles and individual needs, we have integrated various modalities and reading practices through our text, including lots of visual images and video, as well as links to external digital resources.

To make reading engaging, this text provides short writing prompts as you read – using the hypothes.is extension to annotate your responses – in order to frame reading and writing as a conversation that sometimes starts with the authors’ ideas — but importantly always involves your own ideas as well as you create meaning through the reading process. Get Started with your free hypothes.is account to annotate this text and any other open source on the web.

Word Count: 151965

(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.)

Readings in Children's Literature includes essay material on children's literature, as well as tales, verse, folklore, and short stories.

PDF is also available at https://sunyjefferson.libguides.com/JCCOERtextbooks

Short Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is a living repository of collective knowledge, written to equip all those who want to publish open textbooks with the resources they need. Representing two years of collaboration, innumerable conversations and exchanges, and a wide range of collective knowledge and experience, the Guide is a book-in-progress and will evolve and grow over time. Join the project discussion and help shape its development!

Long Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is for anyone thinking about starting an open textbook project. It starts at the beginning of the process, with chapters on project scoping and building a team, and then moves on to content creation and editing, getting feedback and reviews, coordinating release and adoptions, and sustaining the book’s community.

The book is also a work-in-progress, an effort that will evolve and grow over time. Through conversations, use, new writers’ and editors’ contributions, and ongoing reflection and revision, it will reflect our changing perspectives on how and why we make open textbooks. Initiated by Rebus team members Zoe Wake Hyde and Apurva Ashok, the text is the result of innumerable conversations and exchanges within the Rebus Community, representing a wide range of collective knowledge and experience.

Please note those two little words in parentheses in the title: there are plenty of new learnings, knowledge, and reflexive revisions to come! Everyone is therefore invited to become a part of the project and follow its progress, as well as leave feedback, comments, and recommendations for corrections on the Rebus Community platform.

Word Count: 56766

(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.)

Short Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is a living repository of collective knowledge, written to equip all those who want to publish open textbooks with the resources they need. Representing two years of collaboration, innumerable conversations and exchanges, and a wide range of collective knowledge and experience, the Guide is a book-in-progress and will evolve and grow over time. Join the project discussion and help shape its development!

Long Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is for anyone thinking about starting an open textbook project. It starts at the beginning of the process, with chapters on project scoping and building a team, and then moves on to content creation and editing, getting feedback and reviews, coordinating release and adoptions, and sustaining the book’s community.

The book is also a work-in-progress, an effort that will evolve and grow over time. Through conversations, use, new writers’ and editors’ contributions, and ongoing reflection and revision, it will reflect our changing perspectives on how and why we make open textbooks. Initiated by Rebus team members Zoe Wake Hyde and Apurva Ashok, the text is the result of innumerable conversations and exchanges within the Rebus Community, representing a wide range of collective knowledge and experience.

Please note those two little words in parentheses in the title: there are plenty of new learnings, knowledge, and reflexive revisions to come! Everyone is therefore invited to become a part of the project and follow its progress, as well as leave feedback, comments, and recommendations for corrections on the Rebus Community platform.

Word Count: 3448

(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.)

Short Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is a living repository of collective knowledge, written to equip all those who want to publish open textbooks with the resources they need. Representing two years of collaboration, innumerable conversations and exchanges, and a wide range of collective knowledge and experience, the Guide is a book-in-progress and will evolve and grow over time. Join the project discussion and help shape its development! Version 3.0 of this Guide has been updated as of July 2022.

Long Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is for anyone thinking about starting an open textbook project. It starts at the beginning of the process, with chapters on project scoping and building a team, and then moves on to content creation and editing, getting feedback and reviews, coordinating release and adoptions, and sustaining the book’s community.

The book is also a work-in-progress, an effort that will evolve and grow over time. Through conversations, use, new writers’ and editors’ contributions, and ongoing reflection and revision, it will reflect our changing perspectives on how and why we make open textbooks. Initiated by Rebus team members Zoe Wake Hyde and Apurva Ashok, the text is the result of innumerable conversations and exchanges within the Rebus Community, representing a wide range of collective knowledge and experience.

Please note those two little words in parentheses in the title: there are plenty of new learnings, knowledge, and reflexive revisions to come! Everyone is therefore invited to become a part of the project and follow its progress, as well as leave feedback, comments, and recommendations for corrections on the Rebus Community platform.

Word Count: 56612

ISBN: 978-1-989014-11-0

(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.)

Short Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is a living repository of collective knowledge, written to equip all those who want to publish open textbooks with the resources they need. Representing two years of collaboration, innumerable conversations and exchanges, and a wide range of collective knowledge and experience, the Guide is a book-in-progress and will evolve and grow over time. Join the project discussion and help shape its development!

Long Description:
The Rebus Guide to Publishing Open Textbooks (So Far) is for anyone thinking about starting an open textbook project. It starts at the beginning of the process, with chapters on project scoping and building a team, and then moves on to content creation and editing, getting feedback and reviews, coordinating release and adoptions, and sustaining the book’s community.

The book is also a work-in-progress, an effort that will evolve and grow over time. Through conversations, use, new writers’ and editors’ contributions, and ongoing reflection and revision, it will reflect our changing perspectives on how and why we make open textbooks. Initiated by Rebus team members Zoe Wake Hyde and Apurva Ashok, the text is the result of innumerable conversations and exchanges within the Rebus Community, representing a wide range of collective knowledge and experience.

Please note those two little words in parentheses in the title: there are plenty of new learnings, knowledge, and reflexive revisions to come! Everyone is therefore invited to become a part of the project and follow its progress, as well as leave feedback, comments, and recommendations for corrections on the Rebus Community platform.

Word Count: 56766

(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: 18321

Included H5P activities: 188

(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.)

Short Description:
Reflexiones sobre nuestra lengua se compone de ocho unidades temáticas pertinentes a la realidad social de los hablantes de español como lengua de herencia en los Estados Unidos. Además de enfocarse en la escritura como un proceso, se enfatiza el desarrollo de una conciencia sociolingüística y crítica del lenguaje en esta población estudiantil.

Word Count: 38535

(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.)

Short Description:
Reflexiones sobre nuestra lengua se compone de ocho unidades temáticas pertinentes a la realidad social de los hablantes de español como lengua de herencia en los Estados Unidos. Además de enfocarse en la escritura como un proceso, se enfatiza el desarrollo de una conciencia sociolingüística y crítica del lenguaje en esta población estudiantil.

Word Count: 38347

(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 book has been developed to support English Composition courses at rural Arizona community colleges. The book adopts the metaphor of conversation to discuss the reading and writing moves students are expected to make in academic settings. The text has been organized around the general moves of reading/research (preparing to join the conversation), summarizing/quoting/paraphrasing and responding (joining the conversation) and applying rhetorical concepts for persuasion (influencing the conversation).

Word Count: 425551

(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.)

What is information literacy? Simply put, it's the skills and habits that allow you to find and use information. At MCC it is a Core Learning Outcome -- one of the areas you will demonstrate competency in before you graduate. In the Academic Catalog, MCC states that Information Literacy is:

"The ability to know when there is a need for information, to be able to identify, locate, evaluate and effectively and responsibly use and share that information for the problem at hand."

The way information literacy is assessed at MCC is through research assignments. When you see instructions that ask you to find, use and cite sources, you're doing research.

This course will help you succeed in research assignments.

It is divided into five self-paced chapters that progress through the stages of a student research process. Each chapter should take roughly 30 minutes to complete, and covers two to three learning outcomes that align with the Framework for Information Literacy in Higher Education, adopted by the Association of College & Research Libraries (ACRL) in 2016.

This course is adapted by Deb Baker from "Information Literacy for College Students" by Amanda Burbage & Olivia Reinauer, licensed under CC BY 4.0. Many resources included in the course have been reused/remixed and may hold different versions of Creative Commons licenses. Please note that if you use or adapt any of the individual resources this course, you should abide by the licensing for that specific resource.

Short Description:
These modules are for academic and higher degree researchers who want to develop and extend the skills required in the contemporary research environment. (This set of modules is under development - check back regularly to find additional content.)

Long Description:
Research and Writing Skills for Academic and Graduate Researchers is for higher degree students and academics who want to develop skills to assist them on their research journey, from the beginning stages of searching the literature and developing a research proposal, to writing and presentation skills, and on to managing their researcher profile and finding evidence of their research impact.

While written with RMIT University higher degree and academic researchers in mind, other researchers world-wide may find it applicable – feel free to adopt or adapt to suit your own context.

This set of modules is under development – check back regularly to find additional content.

Word Count: 27295

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