This course promotes clear and effective communication by sharpening critical thinking and writing skills. The first unit is designed to change the way in which students think about writing--as a conversation rather than a solitary act. The second unit focuses on academic writing and explores the PWR-Writing or Power-Writing Method (PWR Pre-Write, Write, Revise). The remaining units will focus on the minutiae of good writing practices, from style to citation methodology. Upon successful completion of this course, the student will be able to: Demonstrate mastery of principles of grammar, usage, mechanics, and sentence structure. Identify the thesis in another individual's essay. Develop a thesis statement, structure it in an introductory paragraph, and support it with the body of the essay. Organize ideas logically within an essay, deploying adequate transitional devices to ensure coherence, flow, and focus. Differentiate between rhetorical strategies and write with an awareness of rhetorical technique and audience. Differentiate between tones and write with an awareness of how tone affects the audience's experience. Demonstrate critical and analytical thinking for reading and writing purposes. Quote, paraphrase, and document the work of others. Write sentences that vary in length and structure. (English 001)

Enhancing French skills is a website for intermediate learners of French. It includes authentic language videos from French websites, as well as interviews of French speakers on cultural topics. Videos and activities are organized into five broad themes and tagged by communicative language function with links into Tex’s French Grammar for specific grammar explanations and interactive exercises. Each theme includes a pdf of suggested classroom activities and homework.

Formulating, organizing, and presenting ideas clearly in writing. Reviews basic principles of rhetoric. Focuses on development of a topic, thesis, choice of appropriate vocabulary, and sentence structure to achieve purpose. Develops idiomatic prose style. Gives attention to grammar and vocabulary usage. Special focus on strengthening skills of bilingual students. Successful completion satisfies Phase I of the Writing Requirement. The purpose of this course is to develop your writing skills so that you can feel confident writing the essays, term papers, reports, and exams you will have to produce during your career here at MIT. We will read and analyze samples of expository writing, do some work on vocabulary development, and concentrate on developing your ability to write clear, accurate, sophisticated prose. We will also deal with the grammar and mechanical problems you may have trouble with.

The First Year Writing Course was developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Module and is also named TME001. This work was completed and the course was posted in September 2018. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadRachel Brooks-Pannell                       Columbus State Community CollegeContent ContributorsCatherine Braun                                  Ohio State UniversityMartin Brick                                         Ohio Dominican UniversityPeter Landino                                      Terra State Community CollegeBrian Leingang                                    Edison State Community CollegeBonnie Proudfoot                                Hocking CollegeJason Reynolds                                  Southern State Community CollegeMarie Stokes                                       Stark State CollegeLibrarianKatie Foran-Mulcahy                           University of Cincinnati Clermont CollegeReview TeamAnna Bogen                                        Marion Technical CollegeSteven Mohr                                       Terra State Community CollegeKelsey Squire                                      Ohio Dominican University                                     

How to Use This GuideThis document is intended to highlight resources that can be used to address the topics of Grammar and Style in a First-Year Writing Course. This information could also be used in a Second-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.Introduction In this section, style and grammar are addressed in three different senses. There is a Style Guide that covers audience awareness and clear written communications. That is followed by a guide to the most common Citation Styles (APA, MLA, and CMS). Last but not least, there is an in depth Grammar Handbook that comes with exercises and checklists for perfecting mechanics and assuring strong revision and proofreading.Learning ObjectivesThis module is designed to address the following learning objectives:Be aware of intended audienceUse standard written EnglishCommunicate clearly and efficientlyOvercome barriers to clear communicationsFormat correctlyUse the appropriate citation style with sourcesAvoid grammatical and mechanical errors

How to Use This GuideThis document is intended to highlight resources that can be used to address the topics of Grammar and Style in a First-Year Writing Course. This information could also be used in a Second-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.Course Map  The resources included here are intended to address the aforementioned learning objective. Specific sections of each resource have been paired with subjects in this guide. That said, many of these texts could also be used in whole. A shorter text like Robin Jeffrey’s About Writing or a handbook like Saylor Academy’s Business English for Success may be all that students with a strong background in English need. In other cases, a more comprehensive text, like the University of Minnesota’s Writing for Success, may be required to properly prepare students for college writing.

An online, video-based methods course focusing on best practices for foreign language instruction at the high-school and college levels. It features 12 interactive media-rich modules taught by different professors from the University of Texas at Austin. Modules include Listening, Speaking, Reading, Writing, Vocabulary, Grammar, Pragmatics, Culture, The Language Learner, Technology, Classroom Management, and Assessment.

Foundations of Computation is a free textbook for a one-semester course in theoretical computer science. It has been used for several years in a course at Hobart and William Smith Colleges. The course has no prerequisites other than introductory computer programming. The first half of the course covers material on logic, sets, and functions that would often be taught in a course in discrete mathematics. The second part covers material on automata, formal languages, and grammar that would ordinarily be encountered in an upper level course in theoretical computer science.

Français interactif is a unique, award-winning 1st-year French curriculum used by learners all over the world. Students explore French language and culture by following the lives of real students who have participated in the UT Summer Program in Lyon, France. The online curriculum includes over 320 videos, vocabulary and phonetics audio, online grammar reference with self-correcting exercises and audio dialogues, verb conjugation and practice tools, internet activities, and a textbook of classroom exercises. Franais interactif was awarded the 2009 CALICO Esperanto Access to Language Education Award and the National Endowment for the Humanities EDSITEment Best of Humanities on the Web award (2005)

The German Frame-semantic Online Lexicon (G-FOL) is a prototype of a new kind of pedagogical dictionary. The goal is to help students learn how words are used in modern-day German. This online resource is different from traditional dictionaries and textbooks because it is based on the German FrameNet at the University of Texas at Austin, a digital archive of how German words are used in real life contexts. As such, students can easily access up-to-date information about the syntactic, semantic, and pragmatic contexts in which a German word appears. In addition, each lexical entry provides information about a word’s register, frequency, and related meanings. Thanks to G-FOL’s web-based architecture, the lexicon easily links to other pedagogical resources in digital format and can be updated with new words or new usages of existing words.

" This course gives an introduction to German language and culture. The focus is on acquisition of vocabulary and grammatical concepts through active communication. Audio, video, and printed materials provide direct exposure to authentic German language and culture. A self-paced language lab program is fully coordinated with the textbook/workbook. The first semester covers the development of effective basic communication skills."

This course expands skills in speaking, reading, listening, and writing. Students develop analytic and interpretative skills through the reading of a full-length drama as well as short prose and poetry (Biermann, Brecht, DĚ_rrenmatt, Tawada and others) and through media selections on contemporary issues in German-speaking cultures. Coursework includes discussions and compositions based on these texts, and review of grammar and development of vocabulary-building strategies. It is recommended for students with two years of high school German.

Expansion of basic communication skills and further development of linguistic competency. Review and completion of basic grammar, building of vocabulary, and practice in writing short essays. Reading of short literary texts. Exposure to history and culture of German-speaking countries through audio, video, and Web materials. In this course students are exposed to history and culture of German-speaking countries through audio, video, and Web materials. It focuses on the expansion of basic communication skills and further development of linguistic competency, and includes the review and completion of basic grammar, building of vocabulary, and practice in writing short essays. Students will also read short literary texts.

This is a great question you might be asking yourself, and if you’re not asking it, you probably should be. If you are a native speaker of English, you don’t even have to think about it to use grammar correctly, at least for the most part. If you have ever watched a child develop language, you know that, at a very young age, children know what is necessary for language to make sense.

Detailed examination of the grammar of a language whose structure is significantly different from English, with special emphasis on problems of interest in the study of linguistic universals. A native speaker of the language assists when possible. From the course home page Course Description This course is designed to allow participants to engage in the exploration of the grammatical structure of a language that is unknown to them (and typically to the instructors as well). In some ways it simulates traditional field methods research. In terms of format, we work in both group and individual meetings with the consultant. Each student identifies some grammatical construction (e.g. wh questions, agreement, palatalization, interrogative intonation) to focus their research: they elicit and share data and write a report on the material gathered that is to be turned in at the end of the term. Ideally, we can put together a volume of grammatical sketches. The first three to four weeks of the term, our group meetings will explore the basic phonology, morphology and surface syntax for a first pass overview of the language, looking for interesting areas to be explored in more detail later. During this period individual sessions can review material from the general session as well as explore new areas. At roughly the fifth meeting, individual students (typically two to three per session) guide the group elicitations to explore their research topic.

An introductory textbook of the modern standard Uyghur language with exercises and extensive grammatical analysis. With the accompanying audio, the textbook is designed for self-study or a one-year classroom course.

Her Şey Bir Merhaba ile Başlar was developed for intermediate level Turkish language courses at the University of Texas at Austin. Intermediate learners and their instructors may use it for different purposes: self-study, classroom instruction, tutoring, or as a pastime. The lessons in Her Şey Bir Merhaba ile Başlar integrate reading, listening and viewing comprehension, writing and speaking practice, grammar, vocabulary, and cultural activities. Dozens of audio and video clips of Turkish speakers describing their lives, their culture, and their country support and enhance these activities.

The Her Şey Bir Merhaba ile Başlar textbook, online interactive H5P exercises, and Youtube channel (https://www.youtube.com/channel/UCOHyPBVzLiIwUFgXfxxkcvA) comprise a media-rich open educational resource (OER) developed by Dr. Jeannette Okur at the University of Texas at Austin and published by the Center for Open Educational Resources and Language Learning under the U.S. Department of Education Title VI Grant #P229A180003, with additional support from the UT Liberal Arts Instructional Technology Services and the UT Center for Middle Eastern Studies.

The goal of this course is to review grammar and develop vocabulary building strategies to refine oral and written expression. Speaking and writing assignments are designed to expand communicative competence. Assignments are based on models and materials drawn from contemporary media (newspapers and magazines, television, web). The models, materials, topics and assignments vary from semester to semester.

This course prepares students for the academic reading and writing expected of them in college-level courses by developing proficiency in integrated and contextualized literacy skills and strategies. Topics include reading and writing processes, critical thinking strategies, and recognition and composition of well-developed, coherent, and unified texts. This course is not transferable and does not count toward the completion of degree, major, or graduation requirement.

Korean Through Folktales consists of four chapters and each centers on a famous Korean folktale. The lessons and values that famous folktales teach are embedded and permeated in various aspects of the Koran culture. Using folktales in the curriculum will provide an engaging way to expose students to a slice of the target culture that native Koreans are naturally exposed to at an early age. Through the selected folktales and various activities offered in the book, students can gain cultural knowledge and insights into traditional and cultural values while they are given linguistic lessons to reinforce their acquired skills and to apply the learned materials in an integrated approach.
Korean Through Folktales is designed to accompany 1st-year, 2nd-year, and 3rd-year Korean courses offered at Portland State University. However, any Korean teacher can adopt this book to supplement his/her course materials at elementary, intermediate, and advanced levels.
There are four chapters in the book. Each chapter will note main themes of a widely known folktale introduced in the chapter, followed by the links to several videos to watch and get a gist or a background of the story. The ensuing section will introduce important elements and symbolism embedded in the story so as to provide insights and to enhance the depth of appreciation. After that, three versions of the folktale are presented for different levels, followed by grammar lessons, exercises, and tasks.
Traces of folktales and allusions to them are evident in cultural products that many students enjoy, such as dramas, movies, and music. Therefore, knowledge in folktales will help students make cultural connections as well as enrich their experience of learning the Korean language.