The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT) is pleased to announce the immediate availability of our 20th free and open eTextbook: Alternatives to Agonism: Ethical Approaches to Argument in the Composition Classroom by Dr. Kristina Fennelly, Associate Professor of English at Kutztown University.
“This textbook urges students to reconsider traditional notions of argument by inviting them to explore non-adversarial approaches to the arguments that structure their academic and every day lives. After briefly exploring familiar aspects of the ‘argument culture’—a pervasive, warlike approach to polarizing issues—the textbook turns its attention to unearth more constructive approaches based in listening rhetoric, feminist rhetoric, Rogerian rhetoric, empathy, respect, civility, and an overall ethical treatment of argument. Using the context of a town hall meeting, students are guided in practicing deliberation, investigation, and content analysis of arguments that play out in public social media forums. Chapters feature class discussion exercises, sample essay assignments, and links to relevant Ted Talks, podcasts, and other multi-media sources. The textbook concludes with reflection pieces written by Kutztown University students, alumni, faculty, and staff who all seek to answer the prevailing question of this textbook: ‘What does it mean to be a worthy arguer?'”
Please help us spread the word about our books and web site to further our work to reduce costs for students, bring equity to higher education classrooms, and give faculty the flexibility to design their own learning experiences. All of our books are available to download in both ePub and PDF formats from our Bookshelf.
Alternatives to Agonism: Ethical Approaches to Argument in the Composition Classroom
by Kristina Fennelly, Ph.D.
Keywords: Adversarialism, Rhetoric, Deliberation, Ethics, Argument
About the Book
This textbook urges students to reconsider traditional notions of argument by inviting them to explore non-adversarial approaches to the arguments that structure their academic and every day lives. After briefly exploring familiar aspects of the “argument culture”—a pervasive, warlike approach to polarizing issues—the textbook turns its attention to unearth more constructive approaches based in listening rhetoric, feminist rhetoric, Rogerian rhetoric, empathy, respect, civility, and an overall ethical treatment of argument. Using the context of a town hall meeting, students are guided in practicing deliberation, investigation, and content analysis of arguments that play out in public social media forums. Chapters feature class discussion exercises, sample essay assignments, and links to relevant Ted Talks, podcasts, and other multi-media sources. The textbook concludes with reflection pieces written by Kutztown University students, alumni, faculty, and staff who all seek to answer the prevailing question of this textbook: “What does it mean to be a worthy arguer?”
Chapters
- Chapter One: The Current State of Argument
- Chapter Two: The Model of a Town Hall Meeting: Meeting Divisive Rhetoric with a Community of Minds
- Chapter Three: The Listening-Oriented Writer: How the Expressive Voice, Feminist Rhetoric, & Rogerian Rhetoric Can Teach Us to Listen and Respond
- Chapter Four: Social Media Writing as Public Sites of Deliberation
- Chapter Five: Embracing Leadership: Student Writers as Moderators
- Chapter Six: What Does It Mean to Be a Worthy Arguer?
- Works Cited
- Appendix
Usage
Readers
The eTextbooks created as a part of this program are provided in two formats: ePub and PDF. Please refer to our Reader Support section for guidance on which format may be best for you and the device(s) you use.
Instructors
If you are an instructor seeking to use this eTextbook in your own course(s) please feel free to download the ePub and/or PDF file(s) for your use, but make sure to complete our eTextbook Usage Survey (this information is used for program evaluation purposes).
If you are interested in making revisions and edits to this eTextbook please note that this is possible since the book is under a Creative Commons License, which allows you to remix, reuse, revise, and redistribute the eTextbook. Please refer to the Faculty Support Page, specifically looking at Remixing. You can download Alternatives to Agonism: Ethical Approaches to Argument in the Composition Classroom Apple Pages File in order to use the original document to revise and remix the eTextbook for your purposes.
Citations
MLA: Fennelly, Kristina. Alternatives to Agonism: Ethical Approaches to Argument in the Composition Classroom. First, The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
APA: Fennelly, K. (2025). Alternatives to agonism: Ethical approaches to argument in the composition classroom (1st ed.). The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT).
Chicago: Fennelly, Kristina. Alternatives to Agonism: Ethical Approaches to Argument in the Composition Classroom. 1st ed. The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
Peer Review
This eTextbook went through an Open Peer Review process. The peer review process used the Open SUNY Textbook Peer Review Guidelines, allowing peer reviewers to read the text carefully and evaluate the following:
- Educational Significance of Content including accuracy, appropriate and useful materials, valid and significant concepts, models, and skills, and key elements;
- Effectiveness as a Teaching Resource including a clear explanation of the concepts, alignment of materials to the learning process of the target audience, and alignment of the learning objectives with course goals; and
- Readability and Ease of Use including clarity and comprehensiveness, consistent writing style, readability and ease of use (logic, sequence, and flow), appropriateness for target readership level, and quality of Interactivity and multimedia learning objects.
As a part of the open peer review process, the public review conducted by Dr. Moe Folk is made available: Peer Review Document (PDF).
The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT) is pleased to announce the immediate availability of our 18th free and open eTextbook: Introduction to Technical Writing: A Rhetorical Approach by Dr. Moe Folk, Professor of English at Kutztown University.
“Introduction to Technical Writing: A Rhetorical Approach is an eTextbook designed to help students learn important basic skills in technical writing and technical communication. The textbook focuses on developing practical knowledge by showing students how to apply rhetorical concepts to the process of technical writing. Each chapter provides students an in-depth look at a required skill for technical writing and examines it through a writing assignment, student sample, and rubric.This eTextbook provides images and videos to help make the concepts come alive for both students and new instructors of technical writing.”
Please help us spread the word about our books and web site to further our work to reduce costs for students, bring equity to higher education classrooms, and give faculty the flexibility to design their own learning experiences. All of our books are available to download in both ePub and PDF formats from our Bookshelf.
Introduction to Technical Writing: A Rhetorical Approach
by Moe Folk, Ph.D.
Keywords: Technical writing, Technical communication, Visual rhetoric, Rhetoric and composition, Professional writing
About the Book
Introduction to Technical Writing: A Rhetorical Approach is an eTextbook designed to help students learn important basic skills in technical writing and technical communication. The textbook focuses on developing practical knowledge by showing students how to apply rhetorical concepts to the process of technical writing. Each chapter provides students an in-depth look at a required skill for technical writing and examines it through a writing assignment, student sample, and rubric.This eTextbook provides images and videos to help make the concepts come alive for both students and new instructors of technical writing.
Chapters
- Chapter One | What is technical writing, and why is it important?
- Chapter Two | Summarizing: Patent Summary Assignment
- Chapter Three | Visualizing: Warning Sign Assignment
- Chapter Four | Persuading: Recommendation Report Assignment
Usage
Readers
The eTextbooks created as a part of this program are provided in two formats: ePub and PDF. Please refer to our Reader Support section for guidance on which format may be best for you and the device(s) you use.
Instructors
If you are an instructor seeking to use this eTextbook in your own course(s) please feel free to download the ePub and/or PDF file(s) for your use, but make sure to complete our eTextbook Usage Survey (this information is used for program evaluation purposes).
If you are interested in making revisions and edits to this eTextbook please note that this is possible since the book is under a Creative Commons License, which allows you to remix, reuse, revise, and redistribute the eTextbook. Please refer to the Faculty Support Page, specifically looking at Remixing. You can download Introduction to Technical Writing: A Rhetorical Approach Apple Pages File in order to use the original document to revise and remix the eTextbook for your purposes.
Citations
MLA: Folk, Moe. Introduction to Technical Writing: A Rhetorical Approach. First, The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
APA: Folk, M. (2025). Introduction to technical writing: A rhetorical approach (1st ed.). The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT).
Chicago: Folk, Moe. Introduction to Technical Writing: A Rhetorical Approach. 1st ed. The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
Peer Review
This eTextbook went through an Open Peer Review process. The peer review process used the Open SUNY Textbook Peer Review Guidelines, allowing peer reviewers to read the text carefully and evaluate the following:
- Educational Significance of Content including accuracy, appropriate and useful materials, valid and significant concepts, models, and skills, and key elements;
- Effectiveness as a Teaching Resource including a clear explanation of the concepts, alignment of materials to the learning process of the target audience, and alignment of the learning objectives with course goals; and
- Readability and Ease of Use including clarity and comprehensiveness, consistent writing style, readability and ease of use (logic, sequence, and flow), appropriateness for target readership level, and quality of Interactivity and multimedia learning objects.
As a part of the open peer review process, the public review conducted by Dr. Kristina Fennelly is made available: Peer Review Document (PDF).
The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT) is pleased to announce the immediate availability of our 17th free and open eTextbook: Mi Voz. Mi Historia. Español para Estudiantes de Herencia by Dr. Carolina Moctezuma, Assistant Professor of Modern Languages at Kutztown University.
“This book consists of both original material and a compilation of other OER activities designed to provide tools and opportunities for heritage students to explore and learn about their roots and spoken language. Together, these materials and activities target the specific language learning needs of students who grew up in a Spanish-speaking household with either their parents, grandparents, or other family. In addition to targeting oral and written language learning objectives that reflect their dialectal backgrounds, this book emphasizes cultural aspects not featured in most English or Spanish courses. Knowledge and skills in language and culture foster a positive ethnic identity for heritage students, which studies have shown lead to academic success.
The text features four units. Unit I starts by asking questions to help students develop self-awareness and comfort with their personal Spanish speaking abilities, experience in formal classroom settings, and their goals with the language. Unit II focuses on the benefits of being bilingual and appreciating one’s bilingual identity. Unit III explores the use of Spanglish, language and personal identity, and code switching. Unit IV explores the evolution of the Spanish language and the cultural and linguistic influences that have shaped this diverse and rich language.
Each unit also includes grammar topics that heritage speakers commonly struggle with in their writing, as well as sections emphasizing culture as it relates to history and identities.”
Please help us spread the word about our books and web site to further our work to reduce costs for students, bring equity to higher education classrooms, and give faculty the flexibility to design their own learning experiences. All of our books are available to download in both ePub and PDF formats from our Bookshelf.
Mi Voz.
Mi Historia.
Español para Estudiantes de Herencia
by Carolina Moctezuma, Ph.D.
Keywords: Heritage Learners, Experiential Learning, Ethnic Identity, Cross -Cultural Spanish, Raciolinguistics
About the Book
This book consists of both original material and a compilation of other OER activities designed to provide tools and opportunities for heritage students to explore and learn about their roots and spoken language. Together, these materials and activities target the specific language learning needs of students who grew up in a Spanish-speaking household with either their parents, grandparents, or other family. In addition to targeting oral and written language learning objectives that reflect their dialectal backgrounds, this book emphasizes cultural aspects not featured in most English or Spanish courses. Knowledge and skills in language and culture foster a positive ethnic identity for heritage students, which studies have shown lead to academic success.
The text features four units. Unit I starts by asking questions to help students develop self-awareness and comfort with their personal Spanish speaking abilities, experience in formal classroom settings, and their goals with the language. Unit II focuses on the benefits of being bilingual and appreciating one’s bilingual identity. Unit III explores the use of Spanglish, language and personal identity, and code switching. Unit IV explores the evolution of the Spanish language and the cultural and linguistic influences that have shaped this diverse and rich language.
Each unit also includes grammar topics that heritage speakers commonly struggle with in their writing, as well as sections emphasizing culture as it relates to history and identities.
Chapters
- Unidad I: El español que me representa
- Unidad II: De aquí y de allá: navegando la lengua, la familia y la identidad
- Unidad III: Identidades entre lenguas y culturas: exploraciones desde lo personal hasta lo colectivo
- Unidad IV:Palabras con historia: entre raíces, regiones y refranes
- Apéndice: Transcripciones de videos y Audio
- Recursos
Usage
Readers
The eTextbooks created as a part of this program are provided in two formats: ePub and PDF. Please refer to our Reader Support section for guidance on which format may be best for you and the device(s) you use.
Instructors
If you are an instructor seeking to use this eTextbook in your own course(s) please feel free to download the ePub and/or PDF file(s) for your use, but make sure to complete our eTextbook Usage Survey (this information is used for program evaluation purposes).
If you are interested in making revisions and edits to this eTextbook please note that this is possible since the book is under a Creative Commons License, which allows you to remix, reuse, revise, and redistribute the eTextbook. Please refer to the Faculty Support Page, specifically looking at Remixing. You can download Mi Voz. Mi Historia. Español Para Estudiantes de Herencia Pages File in order to use the original document to revise and remix the eTextbook for your purposes.
Citations
MLA: Moctezuma, Carolina. Mi Voz. Mi Historia. Español Para Estudiantes de Herencia. First, The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
APA: Moctezuma, C. (2025). Mi voz. Mi historia. Español para estudiantes de herencia (1st ed.). The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT).
Chicago: Moctezuma, Carolina. Mi Voz. Mi Historia. Español Para Estudiantes de Herencia. 1st ed. The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
Peer Review
This eTextbook went through an Open Peer Review process. The peer review process used the Open SUNY Textbook Peer Review Guidelines, allowing peer reviewers to read the text carefully and evaluate the following:
- Educational Significance of Content including accuracy, appropriate and useful materials, valid and significant concepts, models, and skills, and key elements;
- Effectiveness as a Teaching Resource including a clear explanation of the concepts, alignment of materials to the learning process of the target audience, and alignment of the learning objectives with course goals; and
- Readability and Ease of Use including clarity and comprehensiveness, consistent writing style, readability and ease of use (logic, sequence, and flow), appropriateness for target readership level, and quality of Interactivity and multimedia learning objects.
As a part of the open peer review process, the public review conducted by Dr. Ruben Rodriguez is made available: Peer Review Document (PDF).
The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT) is pleased to announce the immediate availability of our thirteenth free and open eTextbook: Making Meaning With & Through Writing: An Approach to Research Writing by Dr. Ilknur Sancak-Marusa, Assistant Professor of English at West Chester University.
“Academic writing is an act of intellectual translation which converts raw ideas into academic discourse to bridge the gap between writer and reader. However, writing is often viewed as a mechanical skill rather than an intellectual craft. This brief text reframes academic writing as a translation process that transforms complex thoughts, research findings, and abstract concepts into purposeful, persuasive writing.
Using the writing process as the foundation, each chapter aims to provide a practice to navigate the recursive nature of writing. To that end, fundamental translation principles are utilized to analyze audience needs, understand scholarly articles, synthesize and craft arguments that resonate across disciplinary boundaries.
Writing isn’t separate from thinking as it allows us to refine our ideas and share them with others in meaningful ways. Embracing this connection between writing and its impact, positions an individual as an active participant rather than a passive observer in conversations that shape disciplines and the world-at-large. This writing guide seeks to equip students with the essential tools needed to engage meaningfully in the communities they serve and soon will discover.”
Please help us spread the word about our books and web site to further our work to reduce costs for students, bring equity to higher education classrooms, and give faculty the flexibility to design their own learning experiences. All of our books are available to download in both ePub and PDF formats from our Bookshelf.
Making Meaning With & Through Writing: An Approach to Research Writing
by Ilknur Sancak-Marusa, Ph.D.
Keywords: Academic Writing, Research Writing, Writing Skills, Writing Process
About the Book
Academic writing is an act of intellectual translation which converts raw ideas into academic discourse to bridge the gap between writer and reader. However, writing is often viewed as a mechanical skill rather than an intellectual craft. This brief text reframes academic writing as a translation process that transforms complex thoughts, research findings, and abstract concepts into purposeful, persuasive writing.
Using the writing process as the foundation, each chapter aims to provide a practice to navigate the recursive nature of writing. To that end, fundamental translation principles are utilized to analyze audience needs, understand scholarly articles, synthesize and craft arguments that resonate across disciplinary boundaries.
Writing isn’t separate from thinking as it allows us to refine our ideas and share them with others in meaningful ways. Embracing this connection between writing and its impact, positions an individual as an active participant rather than a passive observer in conversations that shape disciplines and the world-at-large. This writing guide seeks to equip students with the essential tools needed to engage meaningfully in the communities they serve and soon will discover.
Chapters
- Introduction
- General Education Requirements
- Chapter One: Theory of Writing
- Chapter Two: Rhetorical Situation
- Chapter Three:Writing Process Matters
- Chapter Four: Genre and Genre Conversations
- Chapter Five: Synthesis and Analysis in Research Writing
- Chapter Six: Academic Research Writing
- Chapter Seven: Understanding Scholarly Articles
- Closing: Just Keep Writing…
Usage
Readers
The eTextbooks created as a part of this program are provided in two formats: ePub and PDF. Please refer to our Reader Support section for guidance on which format may be best for you and the device(s) you use.
Instructors
If you are an instructor seeking to use this eTextbook in your own course(s) please feel free to download the ePub and/or PDF file(s) for your use, but make sure to complete our eTextbook Usage Survey (this information is used for program evaluation purposes).
If you are interested in making revisions and edits to this eTextbook please note that this is possible since the book is under a Creative Commons License, which allows you to remix, reuse, revise, and redistribute the eTextbook. Please refer to the Faculty Support Page, specifically looking at Remixing. You can download Making Meaning With & Through Writing: An Approach to Research Writing Pages File in order to use the original document to revise and remix the eTextbook for your purposes.
Citations
MLA: Sancak-Marusa, Ilknur. Making Meaning With & Through Writing: An Approach to Research Writing. First, The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
APA: Sancak-Marusa, I. (2025). Making meaning with & through writing: An approach to research writing (1st ed.). The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT).
Chicago: Sancak-Marusa, Ilknur. Making Meaning With & Through Writing: An Approach to Research Writing. 1st ed. The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
Peer Review
This eTextbook went through an Open Peer Review process. The peer review process used the Open SUNY Textbook Peer Review Guidelines, allowing peer reviewers to read the text carefully and evaluate the following:
- Educational Significance of Content including accuracy, appropriate and useful materials, valid and significant concepts, models, and skills, and key elements;
- Effectiveness as a Teaching Resource including a clear explanation of the concepts, alignment of materials to the learning process of the target audience, and alignment of the learning objectives with course goals; and
- Readability and Ease of Use including clarity and comprehensiveness, consistent writing style, readability and ease of use (logic, sequence, and flow), appropriateness for target readership level, and quality of Interactivity and multimedia learning objects.
As a part of the open peer review process, the public review conducted by Dr. Stacy Esch is made available: Peer Review Document (PDF).
The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT) is pleased to announce the immediate availability of our tenth free and open eTextbook: A Guide to Compostition by Dr. Sandra Leonard, Associate Professor of English at Kutztown University.
“A Guide to Composition is an introduction to college writing and research. The text begins by defining basic principles of rhetoric and composition using popular texts such as advertisements, speeches, and news media. This textbook then moves to the specific genres of narrative and argument. Elements of the writing process are emphasized throughout the text in addressing writing center use, idea generation, library use, peer review, and ethical attribution including some discussion of A.I. Each chapter is written by current or former Kutztown University faculty and students, making it particularly well-suited to Kutztown University students; however, chapters two through eight are particularly inviting to wider audiences. Each chapter contains a number of writing process activities that may be useful as classroom activities or homework assignments.”
Please help us spread the word about our books and web site to further our work to reduce costs for students, bring equity to higher education classrooms, and give faculty the flexibility to design their own learning experiences. All of our books are available to download in both ePub and PDF formats from our Bookshelf.
A Guide to Composition
by Sandra Leonard, Ph.D.
Written by Kutztown University Composition Faculty and Students
Keywords: Composition, Writing, Rhetoric, Research
About the Book
A Guide to Composition (2025) is an introduction to college writing and research. The text begins by defining basic principles of rhetoric and composition using popular texts such as advertisements, speeches, and news media. This textbook then moves to the specific genres of narrative and argument. Elements of the writing process are emphasized throughout the text in addressing writing center use, idea generation, library use, peer review, and ethical attribution including some discussion of A.I. Each chapter is written by current or former Kutztown University faculty and students, making it particularly well-suited to Kutztown University students; however, chapters two through eight are particularly inviting to wider audiences. Each chapter contains a number of writing process activities that may be useful as classroom activities or homework assignments.
Chapters
Assignments and Activities
Preface: Welcome to Composition
Chapter 1: Using the Writing Center at KU
Chapter 2: The Rhetorical Situation
Chapter 3: The Shape of Rhetoric
Chapter 4: Telling Stories with Narrative Writing Conventions
Chapter 5: Generating Ideas and Writing Topic Proposals
Chapter 6: Strategies of Organization
Chapter 7: Grammar and Mechanics
Chapter 8: Practicing Better Peer Feedback
Chapter 9: Using the Rohrbach Library
Chapter 10: Ethical and Effective Attribution
Afterword: Writing For and Beyond KU
Usage
Readers
The eTextbooks created as a part of this program are provided in two formats: ePub and PDF. Please refer to our Reader Support section for guidance on which format may be best for you and the device(s) you use.
Instructors
If you are an instructor seeking to use this eTextbook in your own course(s) please feel free to download the ePub and/or PDF file(s) for your use, but make sure to complete our eTextbook Usage Survey (this information is used for program evaluation purposes).
If you are interested in making revisions and edits to this eTextbook please note that this is possible since the book is under a Creative Commons License, which allows you to remix, reuse, revise, and redistribute the eTextbook. Please refer to the Faculty Support Page, specifically looking at Remixing. You can download A Guide to Composition Apple Pages File in order to use the original document to revise and remix the eTextbook for your purposes.
Citations
MLA: Leonard, Sandra. A Guide to Composition. First, The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
APA: Leonard, S. (2025). A Guide to Composition. (First). The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT).
Chicago: Leonard, Sandra. A Guide to Composition. First. The Pennsylvania Alliance for Design of Open Textbooks (PA-ADOPT), 2025.
Peer Review
This eTextbook went through an Open Peer Review process. The peer review process used the Open SUNY Textbook Peer Review Guidelines, allowing peer reviewers to read the text carefully and evaluate the following:
- Educational Significance of Content including accuracy, appropriate and useful materials, valid and significant concepts, models, and skills, and key elements;
- Effectiveness as a Teaching Resource including a clear explanation of the concepts, alignment of materials to the learning process of the target audience, and alignment of the learning objectives with course goals; and
- Readability and Ease of Use including clarity and comprehensiveness, consistent writing style, readability and ease of use (logic, sequence, and flow), appropriateness for target readership level, and quality of Interactivity and multimedia learning objects.
As a part of the open peer review process, the public review conducted by Dr. Colleen Clemens is made available: Peer Review Document (PDF).
