The thirty chapters in this edited collection were selected from the more than 500 presentations at the Writing Research Across Borders II Conference in 2011. With representatives from more than forty countries, this conference gave rise to the International Society for the Advancement of Writing Research. The chapters selected for this collection represent cutting edge research on writing from all regions, organized around three themes—cultures, places, and measures. The authors report research that considers writing in all levels of schooling, in science, in the public sphere, and in the workplace, as well as at the relationship among these various places of writing. The authors also consider the cultures of writing—among them national cultures, gender cultures, schooling cultures, scientific cultures, and cultures of the workplace. Finally, the chapters examine various ways of measuring writing and how these measures interact with practices of teaching and learning.Edited by Charles Bazerman, Chris Dean, Jessica Early, Karen Lunsford, Suzie Null, Paul Rogers, and Amanda Stansell.

In this first module, we will be working sharpening our summary writing skills by looking into a Field of Study (major)/career field that we are interested in pursuing while in college.Learning the basics of academic writingApplying basic summary skillsWrite a Field of Study Summary Essay (1000 words)

While essays and research papers are likely the most common types of writing assignments you’ll receive in college, more and more, students are being expected to write in digital environments. In the 21st century, you’re likely to be asked to create a PowerPoint or Prezi to present the main points of your research paper, or you may be asked to create an electronic portfolio to share all of your work for a semester. Students in online classes will write discussion board posts every week, and some professors are even replacing some of your traditional essay assignments with assignments like photo essays or video essays.

Objectives: Revise Plain Language O.E.R. from a reflective essay to a genre-specific writing requirementFacilitate selection and direction of business-related genres not already covered in the lesson planOffer student-created resources for future student use

The Process of Research Writing is a web-based research writing textbook (or is that textweb?) suitable for teachers and students in research oriented composition and rhetoric classes.

""Reading Poetry" has several aims: primarily, to increase the ways you can become more engaged and curious readers of poetry; to increase your confidence as writers thinking about literary texts; and to provide you with the language for literary description. The course is not designed as a historical survey course but rather as an introductory approach to poetry from various directions -- as public or private utterances; as arranged imaginative shapes; and as psychological worlds, for example. One perspective offered is that poetry offers intellectual, moral and linguistic pleasures as well as difficulties to our private lives as readers and to our public lives as writers. Expect to hear and read poems aloud and to memorize lines; the class format will be group discussion, occasional lecture."

In this learning area, you will find step-by-step support for writing a research paper (a paper with source material) for your college courses. In Research, the Excelsior OWL will help you as you begin to write your paper, pick a topic, conduct research for articles and books, draft your work, integrate your research, and revise and edit your finished paper.

This course is an introduction to the history, theory, practice, and implications of rhetoric, the art and craft of persuasion. This course specifically focuses on the ways that scientists use various methods of persuasion in the construction of scientific knowledge.

This course is an introduction to the theory, the practice, and the implications (both social and ethical) of rhetoric, the art and craft of persuasion. This semester, many of your skills will have the opportunity to be deepened by practice, including your analytical and critical thinking skills, your persuasive writing skills, and your oral presentation skills. In this course you will act as both a rhetor (a person who uses rhetoric) and as a rhetorical critic (one who studies the art of rhetoric). Both write to persuade; both ask and answer important questions. Always one of their goals is to create new knowledge for all of us, so no endeavor in this class is a "mere exercise."

In the Rhetorical Styles area of the Excelsior OWL, you’ll learn about different rhetorical styles or, essentially, different strategies for developing your essays and other writing assignments. These basic strategies are not all encompassing but will provide you with a foundation and a flexibility to help you as you engage in writing assignments in your introductory writing classes and beyond.

The first in a two-volume set, A Rhetoric of Literate Action is written for "the experienced writer with a substantial repertoire of skills, [who] now would find it useful to think in more fundamental strategic terms about what they want their texts to accomplish, what form the texts might take, how to develop specific contents, and how to arrange the work of writing." The reader is offered a framework for identifying and understanding the situations writing comes out of and is directed toward; a consideration of how a text works to transform a situation and achieve the writer's motives; and advice on how to bring the text to completion and "how to manage the work and one's own emotions and energies so as to accomplish the work most effectively."

Introductory Writing Course developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Module and is also named TME002. 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 topic of Conducting Research in a Second-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.IntroductionThis portion of the course is intended to recommend the best open educational resources related to presenting research, including creating a defensible research thesis; supporting and defending ideas in writing; understanding and debating the arguments of others;  selecting credible source material to use in a persuasive research essay; avoiding plagiarism; formatting and presenting sources in an approved academic format; and the process of drafting, revising, editing and polishing an academic research paper. These skills will overlap with other learning objectives (e.g. Reading in Academia, Persuasion and Argument, Rhetorical Situations, Genres, etc.), and instructors will likely want to use these resources and design activities in conjunction with other learning objectives. Further, this module assumes that instructors have chosen their own primary readings (academic journal articles, examples of student research papers, editorials) as examples to which the strategies outlined in these resources may be applied.Learning ObjectivesThis module is designed to address the following learning objectives:Select a topic for researchAssess the needs of the audienceCreate a working thesisIdentify types of researchAnalyze and evaluate sourcesUse library databasesAvoid plagiarismParaphrase, summarize and quote from source materialUnderstand documentation types and stylesCreate a working outlineDraft a research paperSeek feedback through peer collaborationUse the revision process to create a formal research-based written document

How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Conducting Research in a Second-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.

How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Critical Thinking in a Second-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.IntroductionCritical Thinking is one of the five main learning outcomes for the Ohio Transfer Module’s Ohio guidelines for second-year writing. The Department of Higher Education recognizes that second-year writing builds on the skills of first-year writing and adds the following skills to what a student should be able to do by the end of the courseFind and evaluate appropriate material from electronic and other sources.Locate, evaluate, organize, and use primary and secondary research material. Secondary research material should be collected from various sources, including journal articles and other scholarly texts found in library databases, other official databases (e.g., federal government databases), and informal electronic networks and internet sources.Analyze and critique sources in their writing.Juxtapose and integrate ideas and arguments from sources.Develop a clear line of argument that incorporates ideas and evidence from sources.Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer’s ideas with those from appropriate sources.The materials below range from introductory lessons to more in-depth and detailed explanations for the various processes in critical thinking that build on the material from first-year writing. Many of the second-year material overlaps with other chapters on Reading and Writing in Academia, Understanding Rhetorical Situations, and Conducting Research. The materials are available as single lessons that can be used to supplement other course material and readings, or as standalone sections that can provide weeks of information and activities that can align with other writing assignments.Learning ObjectivesThis module is designed to address the following learning objectives:Find and evaluate appropriate material from electronic and other sourcesUse library resources to locate academic sourcesIdentify appropriate and credible websites and online articles Analyze and critique sources in their writingApply the rhetorical situationExamine the logicJuxtapose and integrate ideas and arguments from sources throughSummaryParaphraseQuotationSynthesisDevelop a clear line of argument that incorporates ideas and evidence from sourcesProvide appropriate support and evidence for claimsIncorporate opposing viewpointsProvide counterarguments

Critical Thinking is one of the five main learning outcomes for the Ohio Transfer Module’s Ohio guidelines for second-year writing. The Department of Higher Education recognizes that second-year writing builds on the skills of first-year writing and adds the following skills to what a student should be able to do by the end of the course:Find and evaluate appropriate material from electronic and other sources.Locate, evaluate, organize, and use primary and secondary research material. Secondary research material should be collected from various sources, including journal articles and other scholarly texts found in library databases, other official databases (e.g., federal government databases), and informal electronic networks and internet sources.Analyze and critique sources in their writing.Juxtapose and integrate ideas and arguments from sources.Develop a clear line of argument that incorporates ideas and evidence from sources.Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer’s ideas with those from appropriate sources.

IntroductionThis portion of the course is simply to provide explanation, examples, and samples of Genres or Rhetorical Modes of writing students might be assigned in First- and Second-Year Writing courses. This module assumes that instructors will utilize other learning objectives (e.g. Writing as a Process, Collaboration, Grammar and Style, Critical Thinking, Conducting Research, and Understanding Rhetorical Situations, etc.) to teach writing, using this section merely as illustrations of academic genres or rhetorical modes.  

How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Genres that might be assigned in a First- and/or Second-Year Writing Course. All resources are Open Access and can be downloaded to a Course Management System via hyperlink.IntroductionThis portion of the course is simply to provide explanation, examples, and samples of Genres or Rhetorical Modes of writing students might be assigned in First- and Second-Year Writing courses. This module assumes that instructors will utilize other learning objectives (e.g. Writing as a Process, Collaboration, Grammar and Style, Critical Thinking, Conducting Research, and Understanding Rhetorical Situations, etc.) to teach writing, using this section merely as illustrations of academic genres or rhetorical modes.  

IntroductionBecause college students navigate scores of multimodal texts daily and seem to be constantly composing with media or technological devices, instructors might assume that they are adept at thinking critically about such texts. However, that is not necessarily the case. Teaching students to think critically, analytically, and rhetorically about multimodal texts is crucial to their development as writers in a communication landscape that requires sophisticated digital media and information literacy skills to navigate successfully.This module recommends texts that align with learning objectives focused on analyzing and composing with multimodal resources. Many of the suggested readings and activities described in the other modules of this guide can be applied to multimodal texts (e.g., analyzing multimodal texts instead of or alongside of primarily alphabetic texts). This resource suggests additional multimodal-centric resources.

How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Media and Design -- reading, analyzing, and composing multimodal texts -- in a Second-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.