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I have added a Votive Candle assignment (Referential/Narration) where students will choose someone to memorialize.

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I have added a Votive Candle assignment (Referential/Narration) where students will choose someone to memorialize.

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I will buy the votive candles and you paste the Word Doc onto it.

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I use so many that it's hard to decide which ones to share. I love works by Cisneros, Kingston, Amy Tan, and Alexie. The students really enjoy these, too.  I also love Enrique's Journey for a longer work and Whistling Vivaldi.

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This short story by Dagoberto Gilb is a fictional piece that I use for my narrative section; however, the theme allows for application in other writings like persuasive or research. The story follows a child's perspective as he navigates issue through his culture, poverty, racism, and coming of age.

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One of the text I use with my Comp I classes is "Salvation" by Langston Hughes.  Because of the content of the text and Hughes' writing style,  I find the piece very effective with my narrative essay unit.  Plus, with it being such a short text, I can incorporate many different classroom activities.

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christy

Now that this is in the public I can use this, but I also like "The Uncomfortable Truth"  https://www.amazon.com/gp/video/detail/B074ZR2YSC/ref=atv_dl_rdr?autoplay=1

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“Just Walk on By” Brett Staples
Short but thought provoking essay to use as a launching pad to contemplate  and  discuss being misjudged or misjudging others. Have successfully used this in INRW and EDUC.

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"Message to My Daughters" by Edwidge Danticat

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"Message to My Daughters" by Edwidge Danticat

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Similar to James Baldwin's "My Dungeon Shook" and Ta-Nehisi Coates's Between the World and Me, in this letter Danticat looks to address the circumstances that affect and will continue to affect the lives of African American women and immigrants.

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Message to My Daughters by Edwidge Danticat

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Eugene Ionesco's play from "The Theater of the Absurd" has been surprisingly relevant and well received in all of my literature courses. It is a story of how a society slowly then quickly is able to recreate itself based on fear, manipulation, and conformity. Based on Ionesco's experience with the rise of fascism, I have had students make numerous connections to modern society.
I have attached a short story version that can be used for ENG 1302 courses in lieu of the full play (there is also a movie version starring Willy Wonka himself, Gene Wilder )

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Lots of great free videos on politics, culture, history, race (as well as contemporary political and social issues); short documentaries made by a variety of filmmakers. "How to be Alone" is a great recent offering on life in quarantine.

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Opinion | Op-Docs - The New York Times (Published 2011)

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Op-Docs is the New York Times’ award-winning series of short documentaries by independent filmmakers. From emerging directors to Oscar winners, Op-Docs brings you the very best nonfiction filmmaking from around the world.

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The Word on College Level Reading and Writing

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The Word on College Level Reading and Writing

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One of the great OER Texts on Reading/Writing. Written by five community college reading/writing instructors, this is a true gem because it deals with all the basics of reading and writing but also addresses issues other textbooks don’t: how to overcome writing anxiety, developing information literacy, and the connection between comprehension and academic performance in college.  The tone is authoritative and conversational – clearly written with the student audience in mind.

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Welcome to The Word on College Reading and Writing! Have you ever wished for a handy guide that would steer you in the right direction through all of your reading and writing assignments? This text aims to be that kind of guide. Written by five college reading and writing instructors, this interactive, multimedia text draws from decades of experience teaching students who are entering the college reading and writing environment for the very first time. It includes examples, exercises, and definitions for just about every reading and writing related topic you will encounter in your college courses.

How the Text is Organized

The text is organized into two major parts. Part 1 is titled "Working with Texts" and emphasizes building strong reading skills and how to work with texts that you need to use in completing college reading and writing assignments. Part 2, titled "Writing," is all about, well, writing. This half of the text covers a variety of topics including determining the audience and purpose for your writing assignments, getting started, drafting, working with sources, revising, and more. While navigating through the text, you'll notice that the major part of the text you're working within is identified at the top of the page. We hope this helps you to navigate between sections and subsections and to understand the relationships between them.

How Should You Use This Text?

This is a use-it-as-you-need-it kind of text. In other words, you don't have to read every word from beginning to end. Instead, skip around using the table of contents to find answers to your questions or to do exercises that will improve your reading and writing skills. You might find it useful to have this text with you as you're doing reading and writing assignments because confusion will happen, questions will come up, and we're here to help when you need it most.

Resources to Accompany This Text

For a growing list of instructor and student resources to accompany this text, visit www.oercommons.org/authoring/50171-the-word-for-instructors/1/view. At this site, we are in the process of building a repository of various materials to aid instructors in using this text and in teaching courses at this level of college reading and writing. We plan to include sample syllabi and assignments, supplemental readings, additional exercises and activities (in addition to those we offer in this text), multimedia materials, and more.

Please check back regularly, as we have plans to add new materials as we gather them.

Gendered and Gender-Neutral Language

As you read, you may notice that we use a variety of pronouns such as she/her, he/him, or they/them to refer to a person we're discussing. Our goal is to represent all people, regardless of gender, and to do so in a balanced way. Therefore, in some paragraphs, we may designate "she" as the pronoun, while in others "he" will stand in for the person being written about. However, you'll also come across "they" being used as a singular pronoun, which may be confusing at first. The pronoun "they" allows a single person to represent any gender, including those genders that aren't accurately represented by "he" and "she." It's important to consider gender-neutral language in your own writing, so we wanted to make sure we modeled what that looks like in this text.

Links and References in Online and Print Versions of This Text

The online text includes links, but we've used specific language to allow readers of the print version to find the same pages within the text or outside resources. For example, in the "Summarizing a Text" section, we mention an external text in this sentence: "In his essay, " Consider the Lobster," writer David Foster Wallace asks readers to consider the ethical implications of feasting on lobsters. (You can find a copy of this essay online at Gourmet.com.)" If you're using the print version of this text, you can find that David Foster Wallace essay by doing a web search using the title, author, and website like this: "consider the lobster david foster wallace gourmet.com." If you're looking for a page within this text that we've linked to, go to the Table of Contents, and look for the title of the relevant section there.

Note to teachers: Make sure you provide a heads up for potential students using the print version so they can access web resources.

Acknowledgements

Most creative endeavors are better off when folks collaborate, sharing their various skills and insights, making the finished product a better version of what was originally imagined. This text is no different.

We would like to thank the fearless peer reviewers-Laura Joyce, Brenda Marks, David Mount, and Lisa Nielson-whose detailed suggestions, critiques, and compliments made this text much improved and gave us courage to move forward.

Thanks also to Amy Hofer whose support, both through the grant that made this work possible and through her vast knowledge of all things related to Open Educational Resources, was everpresent.

We were also supported by an important cast of characters at Clackamas Community College who were there to answer questions and provide encouragement including Jil Freeman, Ann Boisselle, Sheila Baack, Sarah Nolan, and Daisy Calvert.

Finally, we would also like to thank Daniel Lemke. His knowledge of CSS and HTML5, coupled with his support through the design process, were instrumental in helping us make the final product look good and function properly.

The five authors who set off on this journey together are incredibly lucky to know each other and to get to work together on a regular basis, making this project a delight, even when it was a challenge in the midst of all of life's other obligations.

Making something new out of an idea isn't easy, but help is all around. We are grateful for all that we've received.

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Welcome to The Word on College Reading and Writing! Have you ever wished for a handy guide that would steer you in the right direction through all of your reading and writing assignments? This text aims to be that kind of guide.

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Cannot recommend this site enough. Loads of free content on the existential questions of life (and nothing seems to energize students more than discussing the "big questions"). They have "relationships" "work" "Self-knowledge" and "calm" categories with engaging videos, well-written articles, and interesting freewriting/questionnaire prompts that I have used in classes to great success.

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Virtual Classes

Our Virtual Classroom is a hugely enjoyable way to learn our key ideas. Enrol today to experience our teaching, connect with experts and meet like-minded strangers from around the world from the comfort of home.

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The School of Life is a global organisation helping people to lead more fulfilled lives. It is a resource for helping us understand ourselves, for improving our relationships, our careers and our social lives - as well as for helping us find calm and get more out of our leisure hours.

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The subtitle to this is: "Why your 20s matter--and how to make the most of them." The author frames the existential angst of the 20s through vignettes with her own clients (she is a clinical psychologist) that express many of the emotions, longings, and frustrations our students feel. She covers three key aspects of life--work, love and brain/body--then explains, through anecdote and scientific study, what exactly is happening in the 20s and how young people can best use their time. Lots of good advice (can you guess which section my students liked most?)
If you want a summary/overview, check out Jay's TED Talk.

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I know this question is old but I feel the answers might be a bit misleading for those that see it now.I know this question is old but I feel the answers might be a bit misleading for those that see it now.

I'd say you're better off not reading this at 35. The tone isn't very positive for 30+. So especially when your goal is to read this to get back on track I'd advice looking for a different book that is not written as specially for your 20s as this book can be quite depressing, and in particular when you're older.

However, if you have your life together and would like insight into the 20s period in ones life, maybe for your (future) child, I do recommend you to pick it up.(less)
I'd say you're better off not reading this at 3 ...more

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I know this question is old but I feel the answers might be a bit misleading for those that see it now.I know this question is old but I feel the answers might be a bit misleading for those that see it now. I'd say you're better off not reading this at 35.

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Tell me how it Ends by Valeria Luiselli 

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Tell me how it Ends by Valeria Luiselli 

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Luiselli is one of the most acclaimed young novelists from Mexico (she now lives in the U.S.) While waiting for her green card to be processed in 2014, she volunteered as a translator for Spanish-speaking minors who had crossed the border alone and needed to make a case for asylum after the "priority juvenile docket" was enacted. This slim volume is her non-fiction, first-person account of that work - part memoir, part policy/history overview, part argument. My students found it profoundly moving. Luiselli recently published a novel based on the same experiences which was named one of the 10 Best Books of 2019 by the NYTimes (Lost Children Archive).

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Personally, I think it would be a perfect read for 8th graders. The language is clear and concise without being over-dramatic, obscene, or graphic in Personally, I think it would be a perfect read for 8th graders. The language is clear and concise without being over-dramatic, obscene, or graphic in nature. It brings an entirely new understanding of what it means to be undocumented in america, and sheds light on the experiences of these children and families. ...more (less)

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Personally, I think it would be a perfect read for 8th graders. The language is clear and concise without being over-dramatic, obscene, or graphic in Personally, I think it would be a perfect read for 8th graders. The language is clear and concise without being over-dramatic, obscene, or graphic in nature.

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My students really love this one. It's a simple and relatively short fable about a boy on an archetypal quest that also prompts thoughts about the meaning of life (in the same vein as The Little Prince, Siddhartha, etc.) It's a great way to start an INRW course as the text is straightforward but the tale is rich with symbolism and metaphor.
**As a bonus, its popularity means that there are a lot of free teaching materials associated with it, like this 85-page lesson/activity booklet.

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