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This resource is designed specifically to meet the academic writing needs of international students studying at universities in the United States. The materials in the book can be covered within a 14-week semester, but each chapter or section may also be used independently.Based on a series of needs analysis projects, this resource provides an overview of major rhetorical patterns of writing that are commonly used in university settings in the United States. These commonly required genres include descriptive and evaluative summaries, short essays, comparison and contrast assignments, literature reviews, descriptive reports, and proposals. The resource includes chapters that address the structure and purpose of these more common genres, including an awareness of the ways that the target audience and situation should shape the writing of each.

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Many competing voices are speaking about the state of American education and how it should be reformed in the best interest of students. Topics such as teachers unions, charter schools, and standardized tests are at the center of many of these discussions. How do we decipher what to believe amid such conflicting perspectives concerning these topics and others like them? To progress American education in a direction that benefits students and democratic society, today's educational stakeholders must adopt a critical stance in their evaluation of issues at the center of American education; lessons that encourage the development of critical media literacy skills are vital to this effort. This article explains how using détournement in the classroom contributes to this goal, providing a historical background of détournement, exploring a détournement created by the authors, and sharing practical applications for teachers. Practical considerations are drawn from the authors' experiences implementing détournement in the context of a master's level Disciplinary Literacies course for preservice teachers. The détournement creation process in this context provided an opportunity for preservice teachers to cultivate skills in digital video composition as both critical media consumers and critical media producers. Resources and practical applications shared within the article can guide teachers in implementing détournement in the classroom to help students adopt a critical stance toward the media they regularly consume.