{"id":30,"date":"2017-06-20T19:54:13","date_gmt":"2017-06-20T19:54:13","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-rockland-coursesupport\/part\/english-and-communication\/"},"modified":"2018-05-23T01:28:17","modified_gmt":"2018-05-23T01:28:17","slug":"english-and-communication","status":"web-only","type":"part","link":"https:\/\/courses.lumenlearning.com\/suny-rockland-coursesupport\/part\/english-and-communication\/","title":{"raw":"English","rendered":"English"},"content":{"raw":"

ONLINE WRITING LAB<\/strong><\/h2>\r\nExcelsior OWL<\/a>\r\n\r\nConditions of Use\r\n\r\nCC-BY\r\n\r\nThe Excelsior OWL is an open resource that supports writers as they begin the process of writing for college and as they transition to writing outside of their introductory writing classes or programs. The OWL offers a wide variety of interactive multimedia activities, quizzes, videos, interactive PDFs, and games \u2013 all designed to help writers understand important concepts about writing. The Excelsior OWL supports students in online or traditional classrooms and can be useful in \u201cflipping\u201d a curriculum. The content of the Excelsior OWL focuses on best practices in the field of writing instruction and provides support for students during the writing process and in a variety of rhetorical situations. The Excelsior OWL emphasizes that there is no one \u201cright\u201d way to write and teaches students to use basic rhetorical concepts to evaluate a situation and respond well. The Excelsior OWL also focuses on helping students make connections from their writing courses to writing across the disciplines and beyond.\r\n\r\nWriting teachers can use the \u201cOwlets\u201d feature (drag and drop), in essence, a \u201cMake-your-own-OWL tool\u201d to customize the OWL for their class and create a unique landing page for students.\r\n\r\nThe Excelsior OWL includes:\r\n\r\nThe Writing Process\r\n\r\nResearch\r\n\r\nCitation and Documentation\r\n\r\nRhetorical Styles\r\n\r\nArgument and Critical Thinking\r\n\r\nOnline Writing and Presentations\r\n\r\nGrammar Essentials\r\n\r\nAvoiding Plagiarism\r\n\r\nESL Writing Workshop\r\n\r\nWriting in the Disciplines\r\n\r\nOWL Video Game\r\n\r\n \r\n

Rhetoric and Composition Handbooks<\/strong><\/h2>\r\nWriting in College: From Competence to Excellence<\/a>\r\n\r\nAmy Guptill, SUNY Brockport<\/em>\r\n\r\nPub Date: 2016<\/em>\r\n\r\nISBN 13: 978-1-9423412-1-5<\/em>\r\n\r\nPublisher:\u00a0<\/em>Open SUNY<\/em><\/a>\r\n\r\nConditions of Use\r\n\r\nAttribution-NonCommercial-ShareAlike<\/a>\r\nCC BY-NC-SA\r\n\r\nAccording to the author, an Associate Professor of Sociology at SUNY Brockport:\r\n\r\nWriting in College\u00a0<\/em>is designed for students who have largely mastered high-school level conventions of formal academic writing and are now moving beyond the five-paragraph essay to more advanced engagement with text. It is well suited to composition courses or first-year seminars and valuable as a supplemental or recommended text in other writing-intensive classes. It provides a friendly, down-to-earth introduction to professors\u2019 goals and expectations, demystifying the norms of the academy and how they shape college writing assignments. Each of the nine chapters can be read separately, and each includes suggested exercises to bring the main messages to life.\r\n\r\nThe text focuses on helping students transition from high school to college writing, by examining the expectations of college professors.\r\n\r\nThere are nine chapters:\r\n\r\nReally? Writing? Again?\r\n\r\nWhat Does the Professor Want? Understanding the Assignment\r\n\r\nConstructing the Thesis and Argument\u2014From the Ground Up\r\n\r\nSecondary Sources in Their Natural Habitats\r\n\r\nListening to Sources, Talking to Sources\r\n\r\nBack to Basics: The Perfect Paragraph\r\n\r\nIntros and Outros\r\n\r\nClarity and Concision\r\n\r\nGetting the Mechanics Right\r\n\r\n \r\n\r\nA Rhetoric of Literate Action: Literate Action Volume 1<\/a>\r\n\r\nCharles Bazerman, University of California, Santa Barbara\r\n\r\nPub Date: 2013\r\n\r\nISBN 13: 978-1-6023547-5-3\r\n\r\nPublisher: WAC Clearinghouse\r\n\r\nConditions of Use\r\n\r\nAttribution-NonCommercial-NoDerivs<\/a>\r\nCC BY-NC-ND\r\n\r\nCharles Bazerman, Professor of Education at the University of California, Santa Barbara. According to the author:\r\n\r\nThe 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.\"\r\n\r\nThe book is organized into twelve chapters:\r\n\r\nChapter 1. Rhetorics of Speaking and Writing\r\n\r\nChapter 2. Knowing Where You Are: Genre\r\n\r\nChapter 3. When You Are\r\n\r\nChapter 4. The World of Texts: Intertextuality\r\n\r\nChapter 5. Changing the Landscape: Kairos, Social Facts, and Speech Acts\r\n\r\nChapter 6. Emergent Motives, Situations, Forms\r\n\r\nChapter 7. Text Strategics\r\n\r\nChapter 8. Emergent Form and the Processes of Forming Meaning\r\n\r\nChapter 9. Meanings and Representations\r\n\r\nChapter 10.Spaces and Journeys for Readers: Organization and Movement\r\n\r\nChapter 11. Style and Revision\r\n\r\nChapter 12. Managing Writing Processes and the Emergent Text\r\n\r\nAudience:<\/strong>\r\n\r\nThis is a sophisticated rhetorical text designed for advanced writing courses. As the introduction states, \u201cThe advice of this book is for the experienced writer with a substantial repertoire of skills, and 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.\u201d Although there are a few menitons of multimedia writing, \u201cthe focus is on the written word.\u201d\r\n\r\n \r\n\r\nA Rhetoric of Literate Action: Literate Action Volume 2<\/a>\r\n\r\nCharles Bazerman, University of California, Santa Barbara\r\n\r\nPub Date: 2013\r\n\r\nISBN 13: 978-1-6023547-9-1\r\n\r\nPublisher:\u00a0WAC Clearinghouse<\/a>\r\n\r\nConditions of Use\r\n\r\nAttribution-NonCommercial-NoDerivs<\/a>\r\nCC BY-NC-ND\r\n\r\nAccording to the author,\r\n\r\nThe second in a two-volume set, A Theory of Literate Action<\/em> draws on work from the social sciences\u2014and in particular sociocultural psychology, phenomenological sociology, and the pragmatic tradition of social science\u2014to \"reconceive rhetoric fundamentally around the problems of written communication rather than around rhetoric's founding concerns of high stakes, agonistic, oral public persuasion\" (p. 3). An expression of more than a quarter-century of reflection and scholarly inquiry, this volume represents a significant contribution to contemporary rhetorical theory.\r\n\r\nChapter 1. The Symbolic Animal and the Cultural Transformation of Nature\r\n\r\nChapter 2. Symbolic Selves in Society: Vygotsky on Language and Formation of the Social Mind\r\n\r\nChapter 3. Active Social Symbolic Selves: Vygotskian Traditions\r\n\r\nChapter 4. Active Social Symbolic Selves: The Phenomenological Sociology Tradition\r\n\r\nChapter 5. Active Social Symbolic Selves: The Pragmatic Tradition within American Social Science\r\n\r\nChapter 6. Social Order: Structural and Structurational Sociology\r\n\r\nChapter 7. From the Interaction Order to Shared Meanings\r\n\r\nChapter 8. Linguistic Orders\r\n\r\nChapter 9. Utterances and Their Meanings\r\n\r\nChapter 10. The World in the Text: Indexed and Created\r\n\r\nChapter 11. The Writer on the Spot and on the Line\r\n\r\nAudience<\/strong>\r\n\r\nAppropriate for an advanced rhetoric class, rather than as a textbook in a first year writing course.\r\n\r\n \r\n\r\nAbout Writing: A Guide<\/strong>\r\n\r\nRobin Jeffrey, Klamath Community College\r\n\r\nPub Date: 2016\r\n\r\nISBN 13:\r\n\r\nPublisher:\u00a0Open Oregon Educational Resources<\/a>\r\n\r\nConditions of Use\r\n\r\nCC-BY\r\n\r\nContents:\r\n\r\nTypes of Writing Styles\r\n\r\nUnderstanding the Assignment\r\n\r\nAssessing the Writing Situation\r\n\r\nTest Your Thesis\r\n\r\nConstructing an Outline\r\n\r\nChecklist: Planning a Document\r\n\r\nTransitions\r\n\r\nVisuals Help You Communicate\r\n\r\nAcademic writing\r\n\r\nActive Reading\r\n\r\nAnalyzing a Text\r\n\r\nRhetorical Concepts\r\n\r\nAcademic Writing: Point of View\r\n\r\nAcademic Writing: Verb Tense\r\n\r\nHow to: Write a Summary\r\n\r\nCountering Opposing Arguments\r\n\r\nPutting Inductive Reasoning to the Test\r\n\r\nMost Common Evidence Used by Authors\r\n\r\nResearching\r\n\r\nKeyword Searching: Do it Better!\r\n\r\nIs this source scholarly?\r\n\r\nEvaluating Sources\r\n\r\nEvaluating Web Sources\r\n\r\nWhat Do You Need for a Citation?\r\n\r\nAvoiding Plagiarism\r\n\r\nMLA\/APA\/CMS\r\n\r\nWhat is MLA, APA, and CMS?\r\n\r\nMLA Signal Phrases\r\n\r\nMLA Citation Examples\r\n\r\nAPA Signal Phrases\r\n\r\nAPA Citation Examples\r\n\r\nCMS Signal Phrases\r\n\r\nBasic Grammar\r\n\r\nIntroducing... Subordinate Clauses!\r\n\r\nGrammatical Sentences\r\n\r\nSubject-Verb Agreement\r\n\r\nShould You Use \u2013s (or \u2013es) for a Present-Tense Verb?\r\n\r\nIs Your Sentence a Fragment?\r\n\r\nIs Your Sentence a Run-On?\r\n\r\nDoes Your Sentence Have a Dangling Modifier?\r\n\r\nMultilingual Writers and ESL Challenges\r\n\r\nVerb Forms: The Basics\r\n\r\nVerb Tenses: Active Voice\r\n\r\nVerb Tenses: Passive Voice\r\n\r\nThe Meaning of Modals\r\n\r\nNouns\r\n\r\nArticles for Common Nouns\r\n\r\nNon-count Nouns\r\n\r\nGeography and \u2018The\u2019\r\n\r\nHow to Order Cumulative Adjectives\r\n\r\nThree Magic Words: At, On, and In\r\n\r\nCombo Time! \u2013 Adjectives & Prepositions\r\n\r\nCombo Time! \u2013 Verbs & Prepositions\r\n\r\nRevising\r\n\r\nA strategy for analyzing and revising a first draft\r\n\r\nChecklist: Revision\r\n\r\nHow to: Be a Constructive Peer Reviewer\r\n\r\nThis writer\u2019s reference condenses and covers everything a beginning writing student should need to successfully compose college-level work. The book covers the basics of composition and revising, including how to build a strong thesis, how to peer review a fellow student\u2019s work, and a handy checklist for revision, before moving on to a broad overview of academic writing. Included for those students who need writing help at the most basic level are comprehensive sections on sentence style and grammar, verbs, nouns and other tenets of basic grammar. Finally, the sections on research and citation should help any student find solid evidence for their school work and cite it correctly, as well as encouraging an understanding of why citation is so important in the first place. This is a guide that is useful to writing students of all levels, either as a direct teaching tool or a simple reference.\r\n\r\nAudience:<\/strong>\r\n\r\nThis textbook is clearly intended for first year college writing students.\r\n\r\n \r\n\r\nWriting Spaces: Readings on Writing, Volume 1<\/a>\r\n\r\nEdited by Charlie Lowe and Pavel Zemliansky.\r\n\r\nConditions of Use\r\n\r\nCC-BY-NC-ND:\r\n\r\nWriting Spaces: Readings on Writing<\/em> is a book series containing peer-reviewed collections of essays--all composed by teachers for students--with each volume freely available for download under a Creative Commons license. The Writing Spaces' aims to build a library of quality open textbooks for the writing classroom as an alternative to costly textbooks.\r\n\r\nEach series collection will contain engaging essays from different writing teachers in the field and will explore important topics about writing in a manner and style accessible both to teachers and students. 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 developing nearly every aspect of their craft. Consequently, each essay functions as a standalone text that will easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level.\r\n\r\nThe contents of Volume I include:\r\n\r\nIntroduction: Open Source Composition Texts Arrive for College Writers by Robert E. Cummings\r\n\r\nWhat is Academic Writing by L. Lennie Irvin\r\n\r\nSo You've Got a Writing Assignment. Now What? by Corrine E. Hinton\r\n\r\nThe Inspired Writer vs. the Real Writer by Sarah Allen\r\n\r\nBackpacks vs. Briefcases: Steps Toward Rhetorical Analysis by Laura Bolin Carroll\r\n\r\nFrom Topic to Presentation: Making Choices to Develop Your Writing by Beth L. Hewett\r\n\r\nTaking Flight: Connecting Inner and Outer Realities during Invention by Susan E. Antlitz\r\n\r\nReinventing Invention: Discovery and Investment in Writing by Michelle D. Trim and Megan Lynn Isaac\r\n\r\n\"Finding Your Way In\": Invention as Inquiry Based Learning in First Year Writing by Steven Lessner and Collin Craig\r\n\r\nWhy Visit Your Campus Writing Center? by Ben Rafoth\r\n\r\nFinding the Good Argument OR Why Bother With Logic? by Rebecca Jones\r\n\r\nI Need You to Say \u201cI\u201d: Why First Person is Important in College Writing by Kate McKinney Maddalena\r\n\r\nReflective Writing and the Revision Process: What Were You Thinking? by Sandra Giles\r\n\r\nWikipedia Is Good for You!? by James P. Purdy\r\n\r\nComposing the Anthology: An Exercise in Patchwriting by Christopher Leary\r\n\r\nCollaborating Online: Digital Strategies for Group Work by Anthony T. Atkins\r\n\r\nNavigating Genres by Kerry Dirk\r\n\r\n \r\n\r\nExploring Perspectives: A Concise Guide<\/a>\r\n\r\nRandall Fallows, University of California Los Angeles\r\n\r\nPub Date: 2011\r\n\r\nISBN 13: 978-1-4533114-5-5\r\n\r\nPublisher:\u00a0Saylor Foundation<\/a>\r\n\r\nConditions of Use:\r\n\r\nAttribution-NonCommercial-ShareAlike<\/a>\r\nCC BY-NC-SA\r\n\r\nRandall Fallows<\/strong>\u00a0is a lecturer and writing two coordinator for the Department of Writing Programs at the University of California, Los Angeles.\r\n\r\nThe first two chapters focus on the nature of an analysis and what\u2019s involved in writing an analytical essay. After showing why each feature should be present throughout an essay, he reveals how to \"set the stage\" for producing one of their own. Finally, Fallows discusses the nature of writing, not as a linear procedure, but as a recursive process where the discovery and clarification of a concept occur simultaneously.The remaining three chapters reveal more specific advice on how to develop an analytical essay.\r\n