Students can improve their grammar and writing skills and teachers can instantly differentiate using an adaptive platform. This website allows students and teachers to track progress toward mastery of Common Core and state standards.

 

What is a city? What shapes it? How does its history influence future development? How do physical form and institutions vary from city to city and how are these differences significant? How are cities changing and what is their future? This course will explore these and other questions, with emphasis upon twentieth-century American cities. A major focus will be on the physical form of cities—from downtown and inner-city to suburb and edge city—and the processes that shape them.

These questions and more are explored through lectures, readings, workshops, field trips, and analysis of particular places, with the city itself as a primary text. In light of the 2016 centennial of MIT’s move from Boston to Cambridge, the 2015 iteration of the course focused on MIT’s original campus in Boston’s Back Bay, and the university’s current neighborhood in Cambridge. Short field assignments, culminating in a final project, will provide students opportunities to use, develop, and refine new skills in “reading” the city.

As part of the Worcester State University OER initiative in Spring 2017, Dr. Elizabeth Osborne created and translated course materials for her SP 322, Advanced Spanish Composition II, course. Materials have been divided into peer review (revisión por pares) handouts, close reading activities (actividades de lectura detallada) and other miscellaneous materials. The materials included here are by no means exhaustive, but they serve as a starting point to making education affordable and to filling the gap in Spanish-language OER for upper division courses.

This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Guided by Oregon's statewide college writing outcomes, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand.

CESA #1 EL OER Project

Many ELLs have trouble formulating questions in English. This activity introduces story elements with a focus on asking questions to organize before writing a fiction piece.

CESA #1 EL OER Project

This presentation introduces opinions, vocabulary to express opinions, explaining and organizing reasons to support opinions and partner practice sharing opinions.

This iTunes U course/lesson is an overview of how to write a MELCON paragraph. In order to access the course, one must first access iTunes U through the Apple iTunes store, and then search for Paragraph Writing within the Courses category. The course is free and accessible on PCs and iOS devices.

A teacher uses peer feedback as a formative assessment in writing for kindergartners. They learn about areas of improvement within their writing from their peers and go back and make the revisions.

Students use the free computer game Pingus to learn how engineers, specifically environmental engineers, use their technical writing skills to give instructions and follow the instructions of others. Students learn to write instructions to express their ideas in clear, organized ways using descriptive, un-ambiguous sentences, as an example of one type of technical writing that important for engineers. The students write instructions enumerating how to beat a game level, which represents surveying that level for environmental problems. As a test of their instructions, students review each others' instructions and offer suggestions for improvement, and then revise their instructions to make them better. Students also see some examples of environmental problems.

This assignment asks students to examine several recent U.S. census tables about Hispanics and educational attainment and write a brief report that details the conclusions they reach.

This three-week module, centered on a focal case, represents the second part of the Department‰ŰŞs introduction to the challenges of reflection and action in professional planning practice. As such, it builds on the concepts and tools in 11.201 and 11.202 in the Fall semester. Working in teams, students will deliver a 20-minute oral briefing, with an additional 10 minutes for questions and comments, in the last week of the class (as detailed on the assignment and posted course schedule). The teams will brief invited guests (‰ŰĎbriefees‰Ű) taking the roles of decisionmakers. DUSP faculty and fellow students may also be in attendance.

This course includes an introduction to the craft of writing for the theater. Through weekly exercises and work on a sustained piece, students explore the problems of scene structure, action, and their relation to the dialogue. Class meetings include examination of produced playscripts and discussion of student work.

A teacher records suggestions and comments on writing assignments as a podcast that students can access anytime and replay as needed. This allows for timely formative feedback.

Students were asked to compare their estimates of public opinion on several current issues to the actual values obtained through the analysis of National Surveys. The objective was to explore a common social attribution error and to acquire familiarity with data sources and on-line analysis tools.

This site features Louisa May Alcott and Samuel Clemens. See excerpts from Alcott's girlhood journal and Little Women. Read Clemens' explanation of his white suit in Mark Twain's Autobiography and the last chapter of Tom Sawyer, where Huck Finn has fled the Widow Douglas's civilizing influence. Help students see that their own lives and views can be a basis for creative writing.

The Process of Research Writing is a web-based research writing textbook suitable for teachers and students in research oriented composition and rhetoric classes. Instead of focusing on one research paper, I focus on the process of research writing through a series of shorter writing exercises. Students begin by having to carefully think about a topic of research for the semester and by developing a working thesis. They then write a series of shorter essays that explore that topic. All along the way, students are continuing to research and revise their working thesis so that by the end of the term, their thinking about their original topic of research has evolved. As a result, they are not only prepared to write a “traditional” research paper; they better understand what it means to conduct academic research, which I believe is the real goal of an introductory writing course.

This Scientific Writing Manual guides students through the process of writing a college-level lab report, poster presentation, and other assignments specific to the UW-Madison Biocore program. This is the first component of what will soon be a three-part textbook called The Process of Science Companion.
(Please stay tuned for the expanded and updated textbook link once the statistics primer and additional resources are also complete!)

Because students are often able to learn about genre conventions more effectively when they have models to refer to, Dr. Batzli and Dr. Harris also include annotated examples of strong student writing. They also provide models of weak hypotheses, titles, and other forms of writing and outline how to make them stronger.

Excerpts from this writing manual may be of use to students in courses outside of UW-Madison Biocore program. The assignment descriptions and rubrics may be useful for instructors who are looking for materials to adapt to their own teaching contexts.

In the Punctuation on Vacation activity, students will be able to see the importance of punctuation in making written language flow and make sense. Students will also be able to identify the correct punctuation to covey their message.

This ZOOM video segment features Brett, a boy who trains puppies to be seeing-eye dogs.