Front Matter
- Page ID
- 340601
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)ORIENTING OURSELVES TO THIS OPEN EDUCATIONAL RESOURCE (OER) SERIES
This is a fifteen module OER series for English 102 (Composition II). Each module has three sub-modules. The first sub-module is a brief reading/media to add contextual framing and, oftentimes, key definitions to the unit. It should take about two minutes to read. Beneath each contextual framing is an optional example reading/media located at Project Gutenberg. The second sub-module is a classroom activity that amounts to approximately seventy-eight minutes of engagement. The third module is a homework assignment to help assess if you are comprehending each module’s lessons. Once each homework assignment is revised, they will be combined during the last module—resulting in a completed social justice research essay. In other words, each homework assignment is a different piece of your social justice research essay.
NOTE TO PROFESSORS
Each of the 15 OER modules has 2 minutes of contextual reading/media, 78 minutes of classroom activities, and a homework assignment. If you plan to use this OER with a 15-week or 16-week course that meets two days per week, I suggest using the classroom activities one day per week. On top of that, the student will likely need a week to complete most if not all of the homework assignments in this OER series. For the second class session per week, I recommend the following approach. Since English 101 and English 102 have an overlap of several student learning outcomes, dedicate part of the second class period of the week to identifying which foundational skills from English 101 the class needs to work on. Then, dedicate the rest of class period to building one of those skills (e.g., how to utilize in-text citations, how to format a paper with MLA format, how to use transitions, etc.). Here is one example of what the skill building could be for those days across 16 weeks:
- Brainstorming for Asserting Your Opinion to Win Over the Opposition
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Brainstorming for Finding a Common Ground
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Formatting Header, Headings, Subheadings, and Works Cited Page
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Formatting Margins, Double-Spacing, and Removing After and Before Spacing with the Paragraph Menu
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Finding Credible Sources
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Utilizing In-text Citations
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Writing a Research Question
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Rhetorical Mode 1: Narration
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Rhetorical Mode 2: Description
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Rhetorical Mode 3: Exemplification/Illustration
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Rhetorical Mode 4: Process
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Rhetorical Mode 5: Cause and Effect
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Rhetorical Mode 6: Compare and Contrast
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Rhetorical Mode 7: Classification and Division
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Rhetorical Mode 8: Definition
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Using Transitions
If you are teaching a 16 week course, then you might have realized there is no 16th OER module. In place of an OER module for that week, I suggest conducting conferences with students or having students present their social justice research essays to the class.
If you like to give students extra credit, you may want to use the following prompt:
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Extended Learning Opportunity: This is an invitation in the spirit of democratization. Students are invited to write a reflection about what they can co-create to make the lesson “stick” (i.e., ensure they learned the lesson in a way that persists long-term).
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