This is an anthology in progress of writing in English from 1650-1800. It is designed to be a transatlantic anthology, with examples of texts written in the British Isles, but also colonial America, which was, of course, a part of Britain until 1783, when the Treaty of Paris formally recognized the independence of the new United States of America. Many of the texts have been freshly edited and annotated to provide authoritative and curated editions for the use of students and general readers, and to create an alternative to expensive print anthologies. Over time, all of these texts (and more) will be edited and annotated to use the full resources enabled by the digitization of literary works. Please feel free to comment on these texts; we hope to improve the anthology based on the needs of readers.

Open English @ SLCC is an evolving digital book created and maintained by English Department faculty at Salt Lake Community College. It exists to provide our faculty–over one hundred full- and part-time instructors–with robust, flexible, and locally produced open educational resources (OER) that can be used for teaching a variety of courses across our composition sequence.

This book is evolving and adaptive, offering a range of texts on rhetoric, writing and reading, all written by SLCC faculty with specific attention to the needs of SLCC students and the local conditions of our work and study at a large, multi-campus, increasingly diverse community college in Salt Lake City, Utah. Unlike a traditional textbook, the writing in this book invites remix, adaptation, and repurposing to match the specific needs of its users–SLCC writing students and instructors primarily–but also faculty and students at other schools, course designers, WPAS, and anyone else interested in open texts about writing, language and literacy.

Open English @ SLCC is a community-authored, community-focused text, one that invites conversation, change, addition, and repurposing over time in the interests of attuning itself to the needs of those who use it. To this end the book invites public digital annotation through Hypothesis, allowing readers to add notes, questions, observations and resources directly to the texts. This ethos of shared knowledge, creative reuse, and ongoing conversation is at the heart of the Open English @ SLCC project.

An open textbook created by Salt Lake Community College for ENG 101 and ENG 102 classes.

This book presents technical writing as an approach to researching and carrying out writing that centers on technical subject matter. Each and every chapter is devoted to helping students understand that good technical writing is situationally-aware and context-driven. Technical writing doesn’t work off knowing the one true right way of doing things—there is no magic report template out there that will always work. Instead, the focus is on offering students a series of approaches they can use to map out their situations and do research accordingly.

"This book presents technical writing as an approach to researching and carrying out writing that centers on technical subject matter. Each and every chapter is devoted to helping students understand that good technical writing is situationally-aware and context-driven. Technical writing doesn’t work off knowing the one true right way of doing things—there is no magic report template out there that will always work. Instead, the focus is on offering students a series of approaches they can use to map out their situations and do research accordingly"--Open Textbook Library.

Short Description:
This textbook includes materials on listening, speaking, lexicogrammar, pragmatics, and pronunciation.

Long Description:
This textbook includes materials on listening, speaking, lexicogrammar, pragmatics, and pronunciation.

Word Count: 10362

(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.)

A Project of Oregon Writes

Short Description:
This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Guided by Oregon's statewide college writing outcomes, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand. Faculty guide available: https://canvas.instructure.com/courses/1035227Order a print copy: http://www.lulu.com/shop/jenn-kepka/oregon-writes-open-writing-text/paperback/product-23840147.html

Long Description:
This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Using accessible but rigorous readings by professionals throughout the college composition field, the Oregon Writes Writing Textbook aligns directly to the statewide writing outcomes for English Composition courses in Oregon.

Created through a grant from Open Oregon in 2015-16, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand.

Faculty guide available: https://canvas.instructure.com/courses/1035227

Order a print copy: http://www.lulu.com/shop/jenn-kepka/oregon-writes-open-writing-text/paperback/product-23840147.html

Word Count: 66415

ISBN: 978-1-63635-058-5

(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.)

Inspired by Dr. Kim Hall’s video Why Study Shakespeare Today?, 2:46 (Folger Shakespeare Library, Jul. 11, 2012), this project seeks to link in conversation teachers and learners from diverse places and at different kinds of selective and open-admission, four-year and two-year educational institutions.

Through assignments on and discussions of Shakespeare’s Othello, we can share thoughts on controversial social issues such as race, migration, politics, rule of law, sex, gender, and domestic violence. We can ask about the difficulties, drawbacks, and benefits of studying these topics in Shakespeare’s plays, begin conversations, and hear different perspectives.

This is an anthology of world literature from the early 20th century. It might be a useful resource for discussing the evolution of the canon and the changing ideas of what should be included in a course like this.

leyendo la salud y la literatura

Long Description:
We are asking anyone who adopts this webbook or uses portions of it in their teaching to please let us know at this link (click here).

Para vivir con salud: Leyendo la salud y la literatura is the first textbook to introduce literary and textual analysis of Hispanic literature through the lens of health, illness, and medicine. The book meets the needs of the fast-growing numbers of Spanish majors and minors who are preparing themselves for careers in healthcare, in which they will engage Hispanic communities. These students seek advanced-level study of Hispanic culture and language that prepares them to communicate about health-related issues. While a growing number of literature departments teach Spanish courses with a health focus and most require their majors and minors to take an introductory course in literary or textual analysis, the crucial connection between the study of literature and professionalization in healthcare is generally not being made for or by these students.

The movements of Narrative Medicine and Health Humanities have shown persuasively that healthcare providers benefit from a humanistic preparation that promotes empathy across difference; builds an understanding of how culture, language, and history shape our knowledge of health, illness, and medicine; and trains students in narrative competence to better understand and collaborate with patients and colleagues. Para vivir con salud is designed especially for the often-required Introduction to Hispanic Literature or Introduction to Textual Analysis course in most college Spanish programs, allowing individual sections to be transformed into a learning experience that prepares health professionals and brings them into greater engagement in literary and cultural studies in the Spanish major or minor.

Para vivir con salud includes classics of Hispanic narrative, drama, and poetry—pieces by authors such as Cervantes, Garcilaso, Sor Juana, Martí, Neruda, Castellanos, Pizarnik, and Morejón, less-well-known literary authors and a wealth of other types of cultural texts. While the primary genres of poetry, narrative and drama are well represented, the book includes expository essays, journalism, memoir, testimony, song, film, television, and visual art. It presents voices and experiences from the diverse Hispanic world, including European, Creole, Indigenous, Mestizo, Afro-Hispanic, Latinx, and Jewish perspectives. Selections are almost evenly divided between male and female authors. While the latter half of the twentieth century and the beginning of the twenty-first century comprise a little more than half of the selections, about 20% of the texts pre-date the twentieth century. Seventeen countries are represented, including the United States.

Word Count: 92559

(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.)

Renaissance pastoral poetry is gaining new interest for its distinctive imaginative vein, its varied allusive content, and the theoretical implications of the genre. This is by far the biggest ever anthology of English Renaissance pastoral poetry, with 277 pieces spanning two centuries. Spenser, Sidney, Jonson and Drayton are amply represented alongside their many contemporaries. There is a wide range of pastoral lyrics, weightier allusive pieces, and translations from classical and vernacular pastoral poetry; also, more unusually, pastoral ballads and poems set in all kinds of prose works. Each piece has been freshly edited from the original sources, with full apparatus and commentary. This book will be complemented by a second volume, to be published in 2017, which includes a book-length introduction, textual notes and analytic indices.

This is a guide for students to use as they provide feedback to their peers on a piece of writing. The activity was done in groups of 3.

This is a guide for students to use as they provide feedback to their peers on a piece of writing. The activity was done in groups of 3.

This text is a collection of readings on the subject of uncertainty in prose.

In Placing the History of College Writing, Nathan Shepley argues that pre-1950s composition history, if analyzed with the right conceptual tools, can pluralize and clarify our understanding of the relationship between the writing of college students and the writing's physical, social, and discursive surroundings. Even if the immediate outcome of student writing is to generate academic credit, Shepley shows, the writing does more complex rhetorical work. It gives students chances to uphold or adjust institutional codes for student behavior, allows students and their literacy sponsors to respond to sociopolitical issues in a city or state, enables faculty and administrators to create strategic representations of institutional or program identities, and connects people across disciplines, occupations, and geographic locations. Shepley argues that even if many of today's composition scholars and instructors work at institutions that lack extensive historical records of the kind usually preferred by composition historians, those scholars and teachers can mine their institutional collections for signs of the various contexts with which student writing dealt.

The scientific community must be effective in communicating the results of its work to the public in a way that can be understood and used. The need for this is acute, for the complexity and difficulty of environmental and resource problems require full use of all the knowledge scientists can muster. The wisdom of the actions of both the government and private sectors depends in large part on their understanding of resource characteristics.

The U.S. Geological Survey is uniquely qualified to provide much of the required knowledge about natural resources through its many reports and maps and can be proud of the products of its work. Too often, however, reports are couched in words and phrases that are understandable only to other scientists, engineers, or technicians. But, who, really, are the ones to whom the Survey wishes to convey its findings? Other scientists and engineers, yes. But beyond them, by far a larger audience: teachers, students, businessmen, planners, and Federal, State, county, and municipal officials–in short, the public.

More than 50 years ago former Director George Otis Smith recognized the same problem. His plea for “Plain Geology” was a classic, just as applicable now as it was in 1921. It is herewith reprinted to make it generally available.

persuasion example

Let’s start with an inescapable fact: you’ll be writing and communicating for the rest of your life whether you’re a second grade teacher, a corrections officer, an ER nurse, or a district manager at Target. You don’t want to sound like an idiot on paper or in person. People lose interviews, jobs, and respect when they write or communicate poorly. Simply put, developing effective writing and speaking skills can help you succeed far beyond the classroom.

This handbook is the product of much collaboration. In creating this resource, the faculty at KCC have attempted to distill their collective wisdom about writing and present that material in a concise and accessible way. This is by no means a complete reference for every English question you might encounter in your life; however, it is a collection of common issues and areas of concern that professors across all disciplines address.

10th Grade Literature and Composition
Poetry Forms: Ballad, Lyric, and Pastoral Poetry

A course designed to improve the student's writing ability for entrance into ENGL 101. Coursework focuses on critical reading and analytic writing in response to readings, with emphasis on organization, unity, coherence, and adequate development; an introduction to the expository essays; and a review of the rules and conventions of standard written English.Login: guest_oclPassword: ocl

This book uses authentic freshman-level reading materials to teach important reading skills and prepare students, including English Language Learners, for university. In each chapter, you’ll find passages from freshman textbooks, explicit reading skill instruction, reading comprehension questions, vocabulary activities, and discussion topics. Together the materials in this book will help students better understand typical readings from their freshman year of college by giving them the tools to succeed.