"This course is an introduction to the history, theory, practice, and implications of rhetoric, the art and craft of persuasion throughAnalyzing persuasive texts and speechesCreating persuasive texts and speechesThrough class discussions, presentations, and written Assignments and Labs, you will get to practice your own rhetorical prowess. Through the readings, you'll also learn some ways to make yourself a more efficient reader, as you turn your analytical skills on the texts themselves. This combination of reading, speaking, and writing will help you succeed in:learningto read and think criticallytechniques of rhetorical analysistechniques of argumentto enhance your written and oral discourse with appropriate figures of speechsome techniques of oral presentation and the use of visual aids and visual rhetoric."

EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class. Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to show their learning while also practicing rhetorical awareness techniques for future writing situations.

Subject focused on forms of exposition, including narration, critique, argument, and persuasion. Frequent writing assignments, regular revisions, and short oral presentations are required. Readings and specific writing assignments vary by section. See subject's URL for enhanced section descriptions. Emphasis is on developing students' ability to write clear and effective prose. Students can expect to write frequently, to give and receive response to work in progress, to improve their writing by revising, to read the work of accomplished writers, and to participate actively in class discussions and workshops. Focus: What can we believe when we read an autobiography? How do writers recall, select, shape, and present their lives to construct life stories? Readings that ground these questions include selections from Incidents in the Life of a Slave Girl by Linda Brent (pseudonym for Harriet Jacobs), "A Sketch of the Past" by Virginia Woolf, Notes of A Native Son by James Baldwin, "The Achievement of Desire" by Richard Rodriguez, The Woman Warrior by Maxine Hong Kingston, and "Our Secret" by Susan Griffin. Discussion, papers, and brief oral presentations will focus on the content of the life stories as well as the forms and techniques authors use to shape autobiography. We will identify masks and stances used to achieve various goals, sources and interrelationships of technical and thematic concerns, and "fictions" of autobiographical writing. Assignments will allow students to consider texts in terms of their implicit theories of autobiography, of theories we read, and of students' experiences; assignments also allow some autobiographical writing.

The Introduction to Psychology course was developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in September 2018. The course is part of the Ohio Transfer Module and is also named OSS015. For more information about credit transfer between Ohio colleges and universities please visit: www.ohiohighered.org/transfer.Team LeadVincent Granito                                    Lorain County Community CollegeContent ContributorsNicole Brandt                                       Columbus State Community CollegeLynne Gabriel                                      Lakeland Community CollegeJackie Sample                                     Central Ohio Technical CollegeLibrarianRachel Dilley                                       Columbus State Community CollegeReview TeamMelissa Beers                                      Ohio State UniversityBryan Gerber                                        Stark State College

 How to Use this GuideThis guide provides information and resources on introducing the topic of Social Psychology. All resources are Open Access and can be downloaded or added to a Course Management System (LMS) via the hyperlinksIntroductionSocial Psychology can be one of the more interesting sections covered in the Introduction to Psychology Class.  In Introduction to Psychology, Social Psychology falls within Pillar 4: Social and Personality, which also includes Social, Personality, Emotion, Multicultural, Gender, and Motivation.  Social and Personality are both required topics under the Ohio TAG, so instructors should plan to cover this along with personality, and other topics in this Pillar if time permits. There are several areas that can be covered in this section so faculty will have to be selective in how are what they cover in the Intro course.  Instructors might note that the full-length Introduction to Social Psychology course is also part of the Ohio TAG Module; looking at the objectives for the full-length course might also help you determine your focus and emphasis in terms of what to cover in this unit.

How people make sense of their worlds symbolically through myth, ritual, metaphor, and cosmology. The structure of symbols, the natural and social elements they draw on, their social use, and the messages they convey. Students learn to record and analyze myth and ritual.

Negotiation and Conflict Management presents negotiation theory -- strategies and styles -- within an employment context. 15.667 meets only eleven times, with a different topic each week, which is why students should commit to attending all classes. In addition to the theory and exercises presented in class, students practice negotiating with role-playing simulations that cover a range of topics. Students also learn how to negotiate in difficult situations, which include abrasiveness, racism, sexism, whistle-blowing, and emergencies. The course covers conflict management as a first party and as a third party: third-party skills include helping others deal directly with their conflicts, mediation, investigation, arbitration, and helping the system change as a result of a dispute.

The course is an introduction to the preparation and delivery of oral presentations in an extemporaneous style. Emphasis is on ethical research, critical and logical analysis, and organization of informative and persuasive presentations.

The purpose of this course is to systematically examine the elements and factors which result in an effective speech. Tying these together are the themes of information and ethics, emphasized in each resource because they are becoming increasingly important to all communicators. Upon successful completion of this course, students will be able to: resolve ethical issues involving speech preparation and presentation; recommend techniques for resolving issues, which may interfere with active listening; identify the most effective speech topics, qualities, content, and delivery techniques based on the specific characteristics of an audience; evaluate the effectiveness of speeches for different types of audiences; use online and library-based research to find and critique the credibility of sources of information; cite sources of information appropriately, accurately, and clearly in both spoken and written contexts; choose the most effective pattern of organization for presenting different types of information to a listening audience; evaluate the effectiveness of supporting details or evidence based on the main ideas or arguments they are used to support; choose the most appropriate pattern for organizing a persuasive speech, based on the relationship between arguments and evidence or the relationship between the topic and the audience; identify whether the functions of an introduction or conclusion have been fulfilled and will be effective when presented to a specific type of audience; create keyword and sentence outlines for informative and persuasive speeches; revise a passage written for readers so that it can be delivered effectively and engagingly to listeners; identify and use techniques to improve the fluidity and clarity of verbal delivery; recognize non-verbal techniques that communicate the speakerĺÎĺ_ĺĚĺ_s confidence and credibility in a sample speech; demonstrate comprehensive knowledge of effective, ethical public speaking by accurately and thoroughly assessing the qualities of entire informative, persuasive, and special occasion speeches. This free course may be completed online at any time. (Communication 101)

The Public Speaking course was developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in September 2019. The course is part of the Ohio Transfer Assurance Guides and is also named OCM013. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadJessica Papajcik                                Stark State College   Content ContributorsJames Jarc                                        Central Ohio Technical CollegeJanny Nauman                                  North Central State CollegeCarrie Tomko                                     University of Akron LibrarianAllen Reichert                                   Otterbein UniversityReview TeamLaura Garcia                                     Washington State Community CollegeJasmine Roberts                               Ohio State University

Understanding persuasion and persuasive speaking can be challenging. Persuasive speeches typically center on questions of fact, value, or policy and involve changing your audience's attitudes, values, or beliefs. Your success as a persuasive speaker depends on your ability to adapt messages to your audience. This section explores the complexity of persuasion, the different types of persuasive speeches, the common organizational patterns used in persuasive speaking, as well as how to construct a persuasive speech.

Reasoning and argument are critical components of persuasive speaking. This section examines persuasive appeals as well as the fundamentals of reasoning and argument. Ethos, logos, and pathos are discussed as well as the many forms of reasoning. Argument construction is explored as well as Toulmin’s model.  The section concludes by discussing logical fallacies and how to avoid them.

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."

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

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.