English

This book, Writing for Success 2023, has been adapted by Jamie Campbell Martin in spring of 2023 from 2015's Writing for Success

This Grants Collection uses the grant-supported open textbook Successful College Composition from Georgia State University: http://oer.galileo.usg.edu/english-textbooks/8 This Grants Collection for English Composition II was created under a Round Two ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus, Initial Proposal and Final Report.
https://oer.galileo.usg.edu/english-collections/3/

In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.
https://open.umn.edu/opentextbooks/textbooks/antiracist-writing-assessment-ecologies-teaching-and-assessing-writing-for-a-socially-just-future

The title of this book is The Process of Research Writing, and in the nutshell, that is what the book is about. A lot of times, instructors and students tend to separate “thinking,” “researching,” and “writing” into different categories that aren't necessarily very well connected. First you think, then you research, and then you write. The reality is though that the possibilities and process of research writing are more complicated and much richer than that. We think about what it is we want to research and write about, but at the same time, we learn what to think based on our research and our writing. The goal of this book is to guide you through this process of research writing by emphasizing a series of exercises that touch on different and related parts of the research process.
https://open.umn.edu/opentextbooks/textbooks/the-process-of-research-writing

Volumes in Writing Spaces: Readings on Writing offer multiple perspectives on a wide-range of topics about writing. In each chapter, authors present their unique views, insights, and strategies for writing by addressing the undergraduate reader directly. Drawing on their own experiences, these teachers-as-writers invite students to join in the larger conversation about the craft of writing. Consequently, each essay functions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level. Volume 2 continues the tradition of the previous volume with topics, such as the rhetorical situation, collaboration, documentation styles, weblogs, invention, writing assignment interpretation, reading critically, information literacy, ethnography, interviewing, argument, document design, and source integration.
https://open.umn.edu/opentextbooks/textbooks/writing-spaces-readings-on-writing-vol-ii

The MERLOT project began in 1997, when the California State University Center for Distributed Learning (CSU-CDL at www.cdl.edu) developed and provided free access to MERLOT (www.merlot.org). Under the leadership of Chuck Schneebeck, CSU-CDL's Director, MERLOT was modeled after the NSF funded project, "Authoring Tools and An Educational Object Economy (EOE)". Led by Dr. James Spohrer and hosted by Apple Computer, and other industry, university, and government collaborators, the EOE developed and distributed tools to enable the formation of communities engaged in building shared knowledge bases of learning materials.

In 1998, a State Higher Education Executives Organization/American Productivity and Quality Center (SHEEO/APQC) benchmarking study on faculty development and instructional technology selected the CSU-CDL as one of six best practices centers in North America. Visitations to the CSU-CDL by higher education institutions participating in the benchmarking students resulted in interest in collaborating with the CSU on the MERLOT project. The University of Georgia System, Oklahoma State Regents for Higher Education, University of North Carolina System, and the California State University System created an informal consortium representing almost one hundred campuses serving over 900,000 students and over 47,000 faculty. SHEEO was the coordinator for the cooperative of the four state systems.

In 1999, the four systems recognized the significant benefits of a cooperative initiative to expand the MERLOT collections, conduct peer reviews of the digital learning materials, and add student learning assignments. Each system contributed $20,000 in cash to develop the MERLOT software and over $30,000 in in-kind support to advance the collaborative project. The CSU maintained its leadership of and responsibilities for the operation and improvement of processes and tools.

In January, 2000, the four systems sponsored 48 faculty from the disciplines of Biology, Physics, Business and Teacher Education (12 faculty from each of the four systems) to develop evaluation standards and peer review processes for on-line teaching-learning material. In April, 2000, other systems and institutions of higher education were invited to join the MERLOT cooperative. In July, 2000, twenty-three (23) systems and institutions of higher education had become Institutional Partners of MERLOT. Each Institutional Partner contributed $25,000 and in-kind support for eight faculty and a project director (part-time) to coordinate MERLOT activities. The CSU continued its leadership of and responsibilities for the operation and improvement of processes and tools.

Welcome to The Nature of Writing, a writing guide for anyone who would like a little help with their writing.
We want you to experience something of the beauty and complexity of language, so that you can take pleasure in an apt word, an elegant turn of phrase, or a polished essay.

Our target audience consists of high-school and university students. Our goal is to help students (and teachers) achieve a higher standard of writing. If we struggle with language, our thoughts and ideas will also lack complexity. Improving literacy is therefore the first step in improving our ability to think on a higher level.

Yet writing is about more than learning a few rules. The rules act like the lines on a colouring page, or a frame around a painting. They set limits and create order, but they are not the picture itself. In the same way, the best writing seems natural: we no longer notice the frame. Finding that balance between spontaneity and order is something we’ll help you with.

All our lessons are open access and free to use. Many of our quizzes are restricted to enrolled users. We charge only a small price ($20 Canadian) if you would like to have your own student profile. In addition, we offer discounts for teachers and schools. Please contact us if you’re interested or would like more details.

We hope you enjoy your time on The Nature of Writing!

Wisc-Online is a digital library of Web-based learning resources called "learning objects." The digital library of objects has been developed primarily by faculty from the Wisconsin Technical College System (WTCS) and produced by software and multimedia developers who create the learning objects for the online environment. At present, over 400 WTCS faculty members have authored learning objects. "The Wisc-Online digital library contains over 2,500 learning objects that are freely accessible to teachers and students at no cost and with copyright clearance for use in any classroom or online application. Learning objects are designed and developed by a team of instructional designers, editors, technicians, and student interns.

Choose among free epub and Kindle eBooks, download them or read them online. You will find the world’s great literature here, with focus on older works for which U.S. copyright has expired. Thousands of volunteers digitized and diligently proofread the eBooks, for you to enjoy.