Topic Name Description
Course Introduction Page Course Syllabus
Page Course Terms of Use
1.1.1: Active Reading Strategies Page Washington State Board for Community and Technical Colleges: "Active Reading"

This course is designed to prepare you for the demands of college-level reading and writing. One of the foundational skills of this course – and of effective readers, writers, and learners – is active reading. Read this brief article for your first introduction to the concept of active reading. Once you are familiar with the concept of active reading, you will explore active reading strategies throughout this unit. We will return to these strategies throughout the course as you strengthen your reading comprehension skills.

1.1.2: Active vs. Passive Reading Page Literacy4DS: "Active Reading"

Watch this twelve-minute video that walks you through different active reading strategies to improve your ability to understand and recall the material that you read. As you watch the video, try adopting the active reading advice you learned in the Active Reading Strategies article above:

  • As you watch the video, make brief notes of key ideas, as well as any words or concepts you don't understand well.
  • Next, take a few moments to reflect on the video. Consider questions like: What was the most memorable part of the video? What is one new piece of information you learned? What questions do you have about the video?
  • Review your notes. If you do not understand all of the main points, watch the video a second time. You don't have to watch the whole thing again – it's okay to just review sections that address the specific questions you have.
  • Finally, add to or revise your initial notes. Were you able to answer your unresolved questions? Can you list the most important "take-aways" from the video? In other words, what are 2 or 3 things from this video that you want to remember?
1.1.3: The Reading Environment Page California Community Colleges: "Online Reading Strategies"

Saylor Academy courses take place completely online, so you will be doing a lot of reading in ENGL000. If you take a traditional college course with face-to-face instruction, it is likely that many of your assigned readings will be provided online in HTML or PDF format. But reading in online environments is somewhat different than reading on the printed page. How can you apply active reading strategies to get the most out of your online readings in this course and beyond?

In this learning module you will learn more about reading online. If you'd like some extra practice with your active reading skills, you may complete the "Explore a Web Page" activity in the middle of the page.

1.1.4: Taking Effective Notes Page Essential Study Skills: "The Cornell Note-Taking System"

Taking effective notes while reading a text or listening to a lecture is an important part of active reading. This resource will teach you about about one strategy for effective note taking, called the Cornell Note-Taking System. After you have read through the document once, try reading it again and practice your active reading by implementing this system. 

1.2.1: Identifying the Main Idea Page Washington State Board for Community and Technical Colleges: "Finding the Main Idea"

The active reading strategies you practiced in Subunit 1.1 are designed to help you identify, understand, and remember the most important ideas in an article or lecture. In this subunit, you will learn to identify the main idea, topic sentence, and theme of a paragraph. To begin, read this lecture and complete the included activities, in which you identify the main ideas from the excerpts of "A Scandal in Bohemia", which is part of the active reading assignment in Subunit 1.5.

1.2.2: Supporting the Main Idea Page Washington State Board for Community and Technical Colleges: "Main Idea and Supporting Sentences"

In this course you will practice writing analytical paragraphs in which you state the main idea clearly in a topic sentence and support the main idea with evidence and examples. Read this lecture and complete the included activities, in which you identify the main ideas and supporting details of different paragraphs. When you are done, check your work against the Answer Key.

1.2.3: Topic Sentences URL Boundless Writing: "Organizing Your Ideas: Topic Sentences"

Now that you understand how to break down a paragraph into the main idea and supporting sentences, we'll learn some tips for developing effective topic sentences in your own writing. After you read, take a few moments to reflect and apply what you've learned. For practice, try writing a topic sentence that summarizes the main idea of Unit 1 of this course.

1.3.1: The Basic Sentence Page Washington State Board for Community and Technical Colleges: "The Sentence"

As you have probably realized by now, writing effective sentences is crucial for writing effective paragraphs. But what makes a sentence effective? Read this lecture on the basic structure of a sentence and complete the practice activities, in which you identify subjects and verbs, revise clauses as complete sentences, and revise sentences to include proper punctuation. Once you have completed the practice, check your answers against the Answer Key.

1.3.2: Strategies for Variation URL Handbook for Writers: "16.1: Using Varied Sentence Lengths and Styles"

Now that you have mastered the basics, it's time to practice using a variety of sentence types. Follow the link to a section about sentence style. You only need to read section 16.1, "Using Varied Sentence Lengths and Styles", and complete the accompanying exercises. You should keep this material in mind for future assignments. After you have finished the exercises at the end of section 16.1, compare your answers with this guide to responding.

1.3.3: Sentence Types URL Boundless Writing: "The Structure of a Sentence"

Continue building your understanding of sentences by following this link to read the section of the page about the variety of sentence structures. Pay attention to the information about simple, complex, and compound sentence structures. Be sure to take good notes by implementing the active reading strategies you learned in Subunit 1.1 – you'll need to understand the difference between these sentence types in order to complete the quiz at the end of this subunit!

1.4.1: Introduction to Prewriting Page Washington State Board for Community and Technical Colleges: "Pre-Writing Activities"

One challenge for many writers, be they beginners or seasoned professionals, is how to get started. Reflect on your own experiences with writing – have you ever had trouble organizing your ideas? Many writers find prewriting activities useful. Prewriting is important because writing is a process that helps you learn, not just an exercise in which you set down on paper the things you already know. Prewriting can help you figure out what you know, what you still need to know, and how various pieces of your argument fit together. Read this lecture introducing two common prewriting techniques and complete the practice exercises.

1.4.2: Prewriting Questions URL Writing for Success: "8.1: Apply Prewriting Models"

Follow this link to read from a chapter on beginning the writing process. Read section 8.1, "Applying Prewriting Models". Earlier, you tried out two prewriting techniques: freewriting and idea mapping. This section introduces additional techniques in addition to reviewing the two you have already experienced. As you read, complete Exercise 2 and Exercise 3, which focus on two new aspects of prewriting: asking questions and narrowing your focus. After completing these exercises, take a moment to reflect on your experiences with prewriting so far in this unit. Consider: Had you used any of these prewriting techniques in the past? Which ones were new to you? Which technique or techniques do you plan to implement in the future? 

URL Steps for Planning to Write an Argument

As you have seen in our previous materials, you may want to proceed through several stages of prewriting as you develop a topic. Different types of writing assignments may be suited to different prewriting processes. Watch this short video, which outlines a prewriting process for developing an argumentative essay. You will practice argumentative writing in Unit 2.

1.5: Active Reading Practice URL Sir Arthur Conan Doyle's "A Scandal in Bohemia"

This unit introduced one of the foundational skills for college-level learning: active reading. You should now be able to implement active reading strategies to improve your understanding and retention of the material you read. See if you can recall the active reading steps that you learned in Subunit 1.1. If you need a refresher, revisit your notes before completing this active reading practice exercise. 

When you're ready, open this document to actively read Sir Arthur Conan Doyle's short story "A Scandal in Bohemia". After you read, take the quiz to assess your comprehension of the story. Did you use your active reading skills to take effective notes and gain a deeper understanding of the story?

2.1: Developing Relationships Between Ideas Page Washington State Board for Community and Technical Colleges: "Developing Relationships Between Ideas"

In Unit 1, you mastered the basics of writing effective sentences. In this unit, you will learn how to combine ideas across sentences to build well-organized paragraphs. Read this article about connecting sentences within a paragraph in a meaningful way. Complete the practice activities, in which you will identify the relationships between ideas in a paragraph and practice developing a paragraph that connects ideas. You will continue to develop these skills throughout the course, and we will revisit expressions for linking sentences when we learn about transitions in Unit 4.

2.2.1: Fragments Page Washington State Board for Community and Technical Colleges: "Fragments"

In Unit 1, you learned about the components of a complete sentence. Can you recall what they are? If not, this would be a good opportunity to review your notes. In the next two activities, you will learn more about constructing grammatical sentences. Read this article on sentence fragments and complete the practice activities, in which you identify both subjects and verbs that make a sentence a complete thought. Once you have completed the practice activities, check your answers against the Answer Key.

2.2.2: Comma Splices and Run-on Sentences Page Washington State Board for Community and Technical Colleges: "Comma Splices and Run-on Sentences"

Next, read this lecture on how to fix comma splices and run-on sentences, and then complete the practice activities in which you correctly punctuate sentences to avoid the errors of comma splices and run-ons. Once you have completed the practice activities, check your answers against the Answer Key. You will learn more about using commas and other punctuation to craft complete sentences in Unit 3.

2.3.1: Thesis Statement Basics Page Virginia Tech: "Choosing and Focusing a Topic"

Many types of academic essays require a thesis statement: a statement that clearly outlines the topic and argument of your essay. In this learning module you will learn what a thesis statement is and how to develop a strong thesis statement to anchor your argument. Read the three sections on thesis statements, titled "Develop a thesis statement for your research", "Steps for developing a thesis statement", and "Strategies for identifying problem thesis statements".

2.3.2: Developing Strong Thesis Statements Page Washington State Board for Community and Technical Colleges: "Developing a Thesis"

Now that you have familiarized yourself with thesis statements, take a few minutes to review by brainstorming everything you know about thesis statements. Jot down some informal notes for yourself, using information you have learned in this unit and your prior knowledge. Consider questions like: 

  • How would you define the term "thesis statement" in your own words?
  • What is the purpose of a thesis statement?
  • Have you used thesis statements in your writing before? When?
  • What do you think makes a thesis statement effective?
  • What is something you don't know about writing thesis statements?

Once you have completed this brainstorming activity, read this article to continue learning about developing strong thesis statements.

2.4.1: Outline Basics Page Pennsylvania State University: Joe Schall's "Outlines"

You have already learned about different prewriting techniques to help you develop your ideas for crafting an argumentative paragraph or an essay. Now you will learn about the important prewriting step of creating an outline. This article will teach the basics of what it outline is, why it is useful, and how to get started outlining an essay.

Page Pennsylvania State University: Joe Schall's "Sample Outline"

Before you begin practicing making outlines to support your own writing, review this sample outline. This is just one model of a successful outline; as you will see in the following activities, the basic principles for creating effective outlines can be applied differently in any number of writing contexts.

2.4.2: How to Outline URL Writing for Success: "8.2: Outlining"

In Subunit 1.4, you practiced prewriting techniques to develop a paragraph about one of three topics: Why do dogs make great pets? Should children be given chores? or Which holiday is your favorite? In preparation for learning about outlines, review your notes from Subunit 1.4. 

In the following activity you will create a sample outline based on the prewriting you have done on one of these topics. You may build on the prewriting work you have already completed, or you may want to spend a few minutes prewriting on one of the topics you did not explore in the previous unit. 

Once you have selected a topic and completed a prewriting activity, read this chapter about developing an outline. After you read, choose one of the outline types described in the article and create outline for an essay on the topic you have chosen.

2.4.3: Types of Outlines URL Boundless Communication: "10.1: Components of a Speech"

The previous activity asked you to develop a sample outline for an argumentative essay. Outlines can be used to develop many different kinds of writing. While the basic principles of outlines apply to many writing contexts, the way you apply those principles will be different depending on the type of writing you are producing. Read this section about creating outlines for a speech. Once you have read the material, spend a few minutes reflecting on what you have learned in this subunit so far. Consider questions like: 

  • In your own words, how would you describe the purpose of an outline?
  • What are some similarities and differences between an outline for an argumentative essay and an outline for a speech?
  • Have you used outlines to develop your writing in the past? Do you plan to use them in the future?
2.5: Active Reading Practice URL Sir Arthur Conan Doyle's "The Red-Headed League"

As you have progressed through this unit, have you been applying the active reading strategies you learned in Unit 1? This would be a good time to review your notes about active reading. Once you've refreshed your memory about how to use active reading to improve your understanding of a text, read this short story by Sir Arthur Conan Doyle called "The Red-Headed League". When you have finished, take the quiz.

3.1: Making Inferences Page Washington State Board for Community and Technical Colleges: "Making Inferences"

In this unit, we will focus on making inferences. What is an inference? What's the difference between an inference and a guess? And what does any of this have to do with college-level reading and writing? Read this article and complete the practice activities to learn about making inferences as a reading comprehension strategy.

Page Washington State Board for Community and Technical Colleges: "Making Inferences – Advanced"

This article builds on your knowledge of making inferences to explore "if-then" statements. Read the article and complete the practice exercises. When you're finished, take a few moments to reflect on what you've learned in this unit so far. Write down the answers to the following questions:

  • In your own words, what does it mean to make an inference?
  • What's the difference between an inference and a guess? 
  • How can making inferences help you in your reading? What about your writing?
3.2.1: Semicolon and Colon Page University of North Carolina at Chapel Hill: "Semi-colons, Colons, and Dashes"

Throughout the course, you have been learning about creating complete, grammatically sound sentences to communicate your ideas clearly and effectively. In Subunit 1.3, you learned about the basic elements of complete sentences. In Subunit 2.2, you learned how to use punctuation to avoid fragments and run-on sentences. It may be helpful to review your notes from these subunits before continuing, because these next activities will be most useful to you if you are actively building on what you already know. When you're ready, read this web resource about using semi-colons, colons, and dashes. Remember to apply your active reading strategies and take notes to help you remember key points.

3.2.2: Advanced Comma Rules Page Washington State Board for Community and Technical Colleges: "Advanced Comma Rules"

There are many rules governing punctuation, but using appropriate punctuation isn't about following rules just for the sake of it. Rather, the rules for using punctuation act as a shared set of expectations between writers and readers. As a reader, you look to punctuation for signals about what the author intended to say. In your own writing, you will want to use punctuation appropriately to express your ideas as clearly as possible. In this way, punctuation is a tool that helps you inform, persuade, or entertain your audience. 

Read this information about comma rules and complete the practice activities. When you are finished, check your answers against the Answer Key.

3.2.3: Subject and Verb Agreement URL Boundless Writing: "4.7: Agreement and Parallelism: Subject-Verb Agreement"

As you know, there's more to constructing a grammatical sentence than just punctuation. Read this article to learn about subject-verb agreement and why it is important for communicating effectively in writing.

3.2.4: Proofreading Page University of North Carolina at Chapel Hill: "Editing and Proofreading"

After reviewing the materials in this subunit, you should be able to understand and apply grammatical principles to ensure subject-verb agreement and effective use of commas, colons, semicolons, and dashes. Even writers who understand grammatical principles very well make some errors while they write. That's why it's important to proofread your writing. In this article you will learn about proofreading, including tips for proofreading your writing. After you read, go back through the handout. There were several errors, including spelling, punctuation and grammar errors. Try to find and correct them.

3.3: Active Reading Practice URL Sir Arthur Conan Doyle's "The Five Orange Pips"

It's time to practice your active reading again. Using the active reading strategies you learned in Unit 1, read the short story "The Five Orange Pips" by Sir Arthur Conan Doyle. After you read, take the quiz.

4.1.1: Writing Transitions Page University of North Carolina at Chapel Hill: "Transitions"

Throughout this course, you have been learning techniques for writing effective sentences and combining ideas into well-organized paragraphs. First, you mastered the basic elements of complete sentences in Unit 1. Next, you practiced combining ideas in Unit 2. After that, you learned to connect ideas through effective use of punctuation in Unit 3. Now that you have mastered these techniques, you will learn how to use transitional words and phrases to signal relationships between ideas to your readers. Then you will practice the art of summary, which is also part of creating effective transitions in your writing.

The previous paragraph employed transitional words and summary to introduce the material covered in this unit. Read this article about organizing your writing with transitions, then complete the practice activities at the bottom of the page in which you will use transitional phrases, which can find answers to on the answer key. When you have finished, test yourself again by rereading the paragraph above and identifying the transitional words.

4.1.2: Transitional Devices Page Pennsylvania State University: Joe Schall's "Transition Words"

Refer to the chart for more transitional words and expressions. Once you have looked over the chart, practice by writing a paragraph that explains why transitions are important for communicating effectively in writing. Try to use transitions from at least three of the categories listed on the chart when writing your paragraph.

Page Allison Schroll's "Transitional Devices"

You have already seen many examples of transitions that signal different types of relationships between ideas. This resource provides a list of transitional words and expressions to signal the following types of logical relationships:

  • addition
  • cause and effect
  • comparison
  • concession
  • contrast
  • special features or examples
  • summary
  • time relationships

Before you read, test your knowledge of transitions by writing down as many transitional words and phrases as you can think of for each of the logical relationships in the list above. When you have done so, read this page see some examples. Make note of any transitional words or phrases that are new to you.

4.2.1: Summarization Basics Page Washington State Board for Community and Technical Colleges: "How to Summarize"

One of the most important skills for any writer (and for any active reader!) is summary. You may be familiar with the concept of summary already; writing effective thesis statements and crafting logical transitions require writers to summarize their ideas. Read this article to learn more about the art of summary. At the end of the article, complete the practice activity in which you will summarize Sir Arthur Conan Doyle's story "The Five Orange Pips", which you read at the end of Unit 3.

4.2.2: Quoting, Paraphrasing, and Summarizing Page Cardiff University: "Paraphrasing and Summarizing"

Now that you understand how summary works, you will learn about two related strategies: quoting and paraphrasing. Read the tutorial that explains the difference between quoting, paraphrasing, and summarizing. Later, you will learn how quoting, paraphrasing, and summarizing can help you avoid plagiarism.

Page Writing Commons: Brianna Jerman's "When to Quote and When to Paraphrase"

Part of becoming a confident and effective writer is knowing how to tailor your writing for different contexts. Follow up on what you learned in the previous tutorial by reading this short article that explains when to quote, when to paraphrase, and when to summarize in your writing.

4.3.1: Understanding Plagiarism Page Brock University: "What Is Plagiarism and How to Avoid It"

You have been practicing using quotation, paraphrase, and summary to incorporate others' ideas into your own writing. In many types of academic writing, it is important to use facts and ideas from outside sources to support your own analysis and conclusions. Whenever you introduce an idea from an outside source, it is important to attribute that idea to that source. Otherwise, you are taking credit for someone else's work. This is called plagiarism.

Different writing communities may have somewhat different norms when it comes to avoiding plagiarism. Watch this short video for an introduction to how colleges and universities in the United States define plagiarism and how students can avoid plagiarizing in their own writing.

Page University of North Carolina at Chapel Hill: "Plagiarism"

After watching the previous video, you should have a basic understanding of plagiarism. Before continuing in this subunit, take a moment to reflect and check your understanding. Write a short paragraph in which you:

  • define plagiarism;
  • explain why plagiarism is unacceptable;
  • explain how to avoid plagiarism in your writing; and
  • identify at least one question you still have about plagiarism.

When you have completed this reflection activity, read this article to check your understanding and learn more about implementing strategies for avoiding plagiarism.

You have been practicing using quotation, paraphrase, and summary to incorporate others' ideas into your own writing. In many types of academic writing, it is important to use facts and ideas from outside sources to support your own analysis and conclusions. Whenever you introduce an idea from an outside source, it is important to attribute that idea to that source. Otherwise, you are taking credit for someone else's work. This is called plagiarism.

Different writing communities may have somewhat different norms when it comes to avoiding plagiarism. Watch this short video for an introduction to how colleges and universities in the United States define plagiarism and how students can avoid plagiarizing in their own writing.

4.3.2: Citation Styles URL Handbook for Writers: "22.3: Quoting, Paraphrasing, and Summarizing"

As you have been learning, citation is the most important strategy for avoiding plagiarism. This article gives a brief overview of how to cite sources in three of the main citation styles: APA, MLA, and CMS. Read the article to gain a basic understanding of the different ways writers can format citations in their essays. Don't worry too much about the specifics of each style at this time, however. In most cases, your professor will tell you which styles she or he wants you to use for a particular course or assignment.

4.4: Grammar Practice Page Washington State Board for Community and Technical Colleges: "Quotation Marks"

So far we have focused on using quotation marks to signal when you are quoting directly from another text, such as a scholarly article, a short story, or a film. This is not the only scenario in which you should employ quotation marks in your writing. Read this article explaining the various ways to use quotation marks and complete the practice activity, in which you add quotation marks in the appropriate place to make each sentence grammatically correct. When you have finished, you may check your answers against the answer key.

Page Washington State Board for Community and Technical Colleges: "Apostrophe"

The final type of punctuation you will study in this course is the apostrophe. Read this article about the apostrophe and then complete the practice activity. When you have finished, you may check your answers against the answer key

After you complete the activity and check your work, reflect and review your understanding of the other punctuation marks you have studied: commas, colons, semicolons, dashes, and quotation marks. Jot down some responses to the following prompts:

  • Which type of punctuation are you most confident using in your writing? Why? 
  • Which type of punctuation are you least confident using? Why?
  • Write down two specific questions you have about using punctuation effectively.
  • Review your notes about all of the punctuation marks you have studied in this course. Can you answer your two questions?
4.5: Active Reading Practice URL Sir Arthur Conan Doyle's "The Adventure of the Blue Carbuncle"

You have been practicing active reading strategies throughout this course. Without looking at your notes, try to write a 2–3 sentence definition of the term "active reading". Check your work by reviewing your notes from Unit 1 or rereading the very first article you read for this course, which can be found in Subunit 1.1. 

Now it's time to put your active reading strategies into practice once again. Read this story using active reading strategies. After you have read it, take the quiz.

5.1: Beginning and Ending an Essay Page Humboldt State University: "Writing Introductions and Conclusions"

In Unit 4, you learned about the importance of guiding your reader through a piece of writing when you studied transitional words and expressions. This principle applies at all levels of an essay – you must signal to your reader what your argument will be, how it will be organized, and how your conclusions follow from the evidence you have presented. In this unit, you will learn how to write effective introductions and conclusions to frame your essay for your readers. This article gives a brief overview of writing introductions and conclusions.

5.1.1: Writing Introductions Page Massachusetts Institute of Technology: "Introduction Strategies"

You should now understand the purpose of an introduction within in the structure of an essay. This article offers 10 strategies for writing engaging and effective introductions.

At the end of Unit 4, you wrote a short essay about Sir Arthur Conan Doyle's short story "The Adventure of the Blue Carbuncle". Once you have read the article above, go back and revisit your essay. Write a new introduction for the essay using one of the strategies suggested in the article.

5.1.2: Writing Conclusions Page University of North Carolina at Chapel Hill: "Conclusions"

Effective conclusions require their own strategies. This article offers strategies for writing conclusions, as well as some ineffective approaches to avoid.

Once you have read the article, complete the same revision exercise as above, this time focusing on conclusions. Write a new conclusion for your "The Adventure of the Blue Carbuncle" essay using one of the strategies suggested in the article.

5.2: Types of Essays Page Lauren Patty's "Types of Essays"

In a college English class, you may be asked to write several different types of essays. In this subunit, you will learn about some common essay types, including reflective essays, research essays, and expository essays.

This page lists several common types of essays. Some of this terminology can be confusing, but don't worry; there's no need to memorize every time of essay discussed in this subunit. In almost every case, the writing assignment will identify the type of essay you are being asked to write and give instructions about what elements should be included in your essay.

Page David Hunter's "Elements of Expository Essays"

Expository writing is meant to explain and inform. Much, if not most, writing assignments you may encounter in a college-level course will ask you to complete some form of expository writing, in which you craft a clear thesis statement and support your ideas with evidence and examples. Compare-and-contrast, persuasive, and argumentative essays are all types of expository writing. Watch this short video about the elements of a typical expository essay.

Page Australian College of Applied Psychology: "Reflective Writing"

Another common type of writing assignment is reflective writing. You may not realize it, but you have completed a number of reflective writing assignments already in this course. Watch this short video for an overview of reflective writing. Then, see if you can identify a reflective writing assignment that you have completed for this course.

Page What is a Research Paper?

In a college writing course, as in many disciplines, you may be asked to write a research paper. Read this article that explains the components of a research paper.

5.3: Revision and Proofreading Page University of North Carolina at Chapel Hill: "Reorganizing Drafts"

Throughout this course, you have practiced your skills at prewriting and organization to develop a strong essay. Even if you have carefully planned out your essay in advance, your plans may change somewhat as you write. Maybe you discover a new piece of evidence in your research that changes your thesis. Maybe you realize that you have a lot more to say about one subpoint than you do about the others. Or maybe something just doesn't seem to 'flow' right, even if you can't figure out exactly what the problem may be.

These and other scenarios call for revision. Revision is an important step of the writing process. Often your instructor will ask you to revise your writing after receiving feedback from her or him. As a result, many students approach revision by simply making minor changes suggested by the instructor, without giving much thought to why they are making those changes or what effect those changes may have. 

Effective writers – from beginning students to professional authors – will often employ revision strategies multiple times throughout the writing process. They approach revision as an opportunity to re-envision the essay as a whole. This article outlines five strategies for reorganizing an essay draft as part of the revision process. 

URL Handbook for Writers: "Chapter 8: Revising"

Once you have written a complete draft of your essay, you will want to engage in a final round of revision, including carefully proofreading your work. Read this chapter about the revision process, paying particular attention to section 8.2, "Editing and Proofreading".

After you have read the chapter, make a list of grammar, punctuation, spelling, or stylistic issues that you know you struggle with as a writer. For example, you may have noticed that you have a hard time remembering the difference between colons and semicolons, ensuring subject-verb agreement, or varying the length and structure of your sentences. Next, make yourself a personalized proofreading and editing guide: for each issue you have identified, write a quick overview of best practices for writing effectively. Use your personalized guide when revising the essay you will write at the end of this unit.

5.4: Active Reading Practice URL Sir Arthur Conan Doyle's "The Adventure of the Speckled Band"

It's time to complete your final active reading practice activities for this course. Read Sir Arthur Conan Doyle's "Adventure of the Speckled Band" using active reading strategies. After you have finished, take the quiz. 

Think of this as practice for the final exam. If you find the quiz difficult, be sure to review your active reading strategies and then take the quiz again. This will help you feel prepared and confident heading into the final exam.

Study Guides Page Unit 1 Study Guide: Active Reading

The following study guide is meant to help you prepare for the final exam. This material is for your practice and review only. You will not be asked to turn in your responses to the questions and activities below. As you work through these study guides, take note of your confidence level with the material. Ask yourself if you feel comfortable with your grasp of these topics, and take the suggestions for resources to re-watch or re-read seriously before proceeding to the final exam.

For your convenience, Microsoft Word and PDF files of this study guide are linked below.

Page Unit 2 Study Guide: Combining Ideas

The following study guide is meant to help you prepare for the final exam. This material is for your practice and review only. You will not be asked to turn in your responses to the questions and activities below. As you work through these study guides, take note of your confidence level with the material. Ask yourself if you feel comfortable with your grasp of these topics, and take the suggestions for resources to re-watch or re-read seriously before proceeding to the final exam.

For your convenience, Microsoft Word and PDF files of this study guide are linked below.

Page Unit 3 Study Guide: Making Inferences

The following study guide is meant to help you prepare for the final exam. This material is for your practice and review only. You will not be asked to turn in your responses to the questions and activities below. As you work through these study guides, take note of your confidence level with the material. Ask yourself if you feel comfortable with your grasp of these topics, and take the suggestions for resources to re-watch or re-read seriously before proceeding to the final exam.

For your convenience, Microsoft Word and PDF files of this study guide are linked below.

Page Unit 4 Study Guide: Transitions and Summarization

The following study guide is meant to help you prepare for the final exam. This material is for your practice and review only. You will not be asked to turn in your responses to the questions and activities below. As you work through these study guides, take note of your confidence level with the material. Ask yourself if you feel comfortable with your grasp of these topics, and take the suggestions for resources to re-watch or re-read seriously before proceeding to the final exam.

For your convenience, Microsoft Word and PDF files of this study guide are linked below.

Page Unit 5 Study Guide: Introductions and Conclusions

The following study guide is meant to help you prepare for the final exam. This material is for your practice and review only. You will not be asked to turn in your responses to the questions and activities below. As you work through these study guides, take note of your confidence level with the material. Ask yourself if you feel comfortable with your grasp of these topics, and take the suggestions for resources to re-watch or re-read seriously before proceeding to the final exam.

For your convenience, Microsoft Word and PDF files of this study guide are linked below.

Course Feedback Survey URL Course Feedback Survey
Answer Keys and Quiz Rubrics Page Guide to Responding for Paragraph Writing Assignments

Grading rubric for the following: 

Page Main Ideas and Supporting Sentences Answer Key

Answer Key for Main Ideas and Supporting Sentences activity.

Page Washington State Board for Community and Technical Colleges: "The Sentence" Answer Key

Answer key for The Sentence activity.

Page Guide to Responding to Using Varied Sentence Lengths and Styles Practice Exercises

Answer key for Using Varied Sentence Lengths and Styles Practice Exercises

Page Washington State Board for Community and Technical Colleges: "Fragments" Answer Key

Answer key for Fragments activity.

Page Washington State Board for Community and Technical Colleges: "Comma Splice and Run-on Sentences Answer Key"

Answer Key for Comma Splice and Run-on Sentences Activity

Page Guide to Short Essay Response Rubric

Grading Rubric for: 

Page Washington State Board for Community and Technical Colleges: "Advanced Comma Rules" Answer Key

Answer key for Advanced Comma Rules Practice.

Page Guide to Responding to the Sherlock Holmes Writing Prompt

Grading Rubric for Sherlock Holmes Writing Prompt Activity.

Page The Writing Center, University of North Carolina at Chapel Hill: "Transitions" Answer Key

Answer key for The Writing Center, University of North Carolina at Chapel Hill: Transitions Practice problems.

Page Guide to Responding for Summarization Paragraph Assignment

Grading rubric for the following Summarization Basics Paragraph Writing Practice.

Page Washington State Board for Community and Technical Colleges: "Quotation Marks: Answer Key"

Answer key for Quotation Marks practice problems.

Page Washington State Board for Community and Technical Colleges: "Apostrophe" Answer Key

Answer Key for Apostrophe practice problems.

Page Guide to Responding for "The Adventure of the Blue Carbuncle" Reflective Essay Assessment
Page Guide to Responding to Essay Based on the Works of Sir Arthur Conan Doyle