With more visuals, updated course readings, and perhaps an updated format that isn’t so text-heavy, the text would be more engaging for students. The biggest problem with navigation in this textbook is the lack of a table of contents and index is.

It is designed to support process- or modes-based courses, but it can also be easily used in smaller chunks to support other approaches to first-year writing. The book moves along at a predictable pace and begins with building blocks of writing (sentence and paragraph style, punctuation, process) before moving on to more complex assignments. Reviewed by Bradley Hartsell, Adjunct English Instructor, Emory & Henry College on 3/13/19, With 600+ pages, this textbook really builds college writing from the ground up, starting with 'sentence writing' and 'subject-verb agreement' all the way up to writing a research paper and examples of 10 different kinds of essay. It did not in any ways address some of the rhetorical issues that multilingual and international students often struggle with, and instead seemed to want to take the place of an English language course. And lastly, there are unnecessary editorial uses (i.e. I could see using this textbook for both an intro composition course and several building levels. The text gives overview of reading and writing strategies, and covers everything from grammar,... However: this is an easy section for the individual instructor to augment. At our university, writing instruction is integrated into yearlong, theme-based courses for first-year students. Whole class, we could use the chapter on the writing process, and then after essay 1, I could assess writers and assign them portions of the sentence level and grammar sections as needed. read more,

This book is accurate and unbiased with no errors. The text appears to be consistent in terms of terminology and framework. The textbook effectively covers the writing process and addresses mechanical and grammatical concerns. Something to consider: This textbook is set up in something of a narrative structure. It covers strategies for success in college, reading, grammar, spelling, drafting, revising, thesis statements, and various rhetorical modes. Grammar, vocabulary and punctuation can be in a reference section of the book. Clear exercises teach sentence and paragraph writing skills that I already try to emphasize in my classes. I’m not sure that this text would achieve that goal. My additional comments about organization (which is very close to the meaning of framework) are below. Occasionally an informal font is used to show student examples of writing. It's possible to click on writing examples and view them in a larger version in a new window. The text is structured in such a way that instructors and students can pick and choose among relevant chapters. The conversational tone, especially in the early chapters, should engage even the most reluctant writer. Paul Carney, Reviewed by Jennifer von Ammon, Full-time faculty, Lane Community College on 8/21/16, The text is primarily focused on grammar review and would be an appropriate text for a development writing course. The compare and contrast essay is quite brief, and it is not organized for easy reading (one massive paragraph and one short paragraph). “Tips: Succeeding in Timed Writings,” p. 34). This book features consistent formatting and organization. I thought the repetition of sections such as "writing at work" and "key takeaways" were helpful for students absorbing a lot of information. http://depedia.com/mediawiki/index.php?title=I%27m_your_teacher%2C_not_your_Internet-Service_Provider
There really is no way the book could or should be used in its entirety during one semester. English grammar and college writing have the convenience of not really going out of date; APA/MLA formatting can easily be updated accordingly. If I were teaching from this text, I would probably skip from Chapter 1 to Chapter 6, and use Chapters 2-5 (grammar and spelling) as references. There is also a selection of sample essays that follow the rhetorical modes. The book is very much in line with my course goals, and is particularly effective in helping students with writing in a variety of genres, introducing a clear thesis statement and sustaining it throughout the paper with support and evidence. The book uses similar language throughout and references previous and upcoming chapters frequently.

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Also, student readers will appreciate the inclusion of "Tips" for building clarity. This is a text that I would consider using for a composition lab course (sentence practice focus). 359, in strengthening a working thesis about teenage girls becoming too sexualized, the authors take some editorial liberties asserting that "It is true that some young women in today's society are more sexualized..."; it seems distracting for them to comment on this topic at all, at least without any providing any couched language, like "While the writer of this thesis may feel this way, he or she should also consider X, Y, and Z..."; for example, the authors suggest this 'student' should ask themselves the following questions, including "What constitutes 'too sexualized?'" The only portion that I found less than timely is the APA/MLA portion as well as the visual chapter. The color scheme is too muted. pg. The relevance is written for longevity.

Goals Setting goals in life is the key to my success. It covers a lot of material. The prose was adequate for first year composition students. This book will likely be useful until we communicate exclusively with emoticons. read more. I find this textbook greatly lacking here. read more. The author switches between male and female names in examples/exercises and uses names that are reflective of a diverse population. The main area in need of updating is MLA, but linking to an outside website could quickly remedy this problem. Paraphrasing and integrating source material is complex, and takes a lot of practice. This text lends itself to easy access to subheadings for particular reference and reinforcement. The lessons are presented very clearly, and the practice exercises are easy to follow. Reviewed by Fran Bozarth, Adjunct Professor, Portland Community College on 1/7/16, This book really covers it all so long as there is no need to address reading fiction - in fact, it has way more than I would be able to use in a term! Exercises are integrated in each segment. For more personalized assistance, students can choose Online Academic Coaching and Tutoring and meet with FCC staff who will help with course content AND share study skills advice that can lead to success. Never put more than one sentence total into italics. It does have a Table of Contents. Creative Commons Attribution NonCommercial ShareAlike, [Author removed at request of original publisher], University of Minnesota Libraries Publishing, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. I didn't note anything that would create a barrier to culturally diverse populations, other than the assumptions that are made based upon american culture (such as the notion that we have all had a job at one time or another, or at least have some understanding of the concept of employment.). Academic Success Consultants. It seems like these chapters would make more sense in connection to editing since these are issues students should explore as they are editing their work. In between, the textbook is thorough in its explanations and rife with exercises concerning grammar-related instruction and essay construction. Within chapters, flow is sensible and straightforward. Two key components that are missing in this text because of its surface-level scope are the WHY (why is this information relevant?) So it essentially avoids the topic, which is insensitive in its own way. For example, the author discusses wordiness and word choice in the chapter on revision even though those topics were discussed in an earlier chapter. I also appreciate the links to further readings in Chapter 15 and believe this will be very beneficial for students. http://www.writing.ku.edu/guides
Since that material is relevant for only a segment of the student population, I probably would have moved that chapter toward the back of the book with the more specialized content on documentation and presentations rather than between the chapters on word choice and shaping content. p. 605

This book is very well-organized. Grammar can be confusing to first semester freshman composition students, but the explanations are clearly presented. Ideas for active studying include: Create a study guide by topic. I will use many of the exercises, but base them on the content of my course curriculum, instead of generic assignments. I located a few interface issues in my reading of the text: On p. 238+ the text keeps referring to underlined topic sentences, but they are not underlined. Taking frequent breaks will make studying less stressful. However, the author provides a link for the submission materials which shows an openness to addressing it. The charts and graphs did not present very clearly on my screen, but I'm not sure if that's the text or my computer. Within writing, it covers grammar, mechanics, paragraph writing, essay writing, ELL troublespots, and even documentation. The comprehensiveness of this text is very impressive. Reviewed by Shawn Osborne, Instructor, Portland Community College on 1/7/16, The text clearly covers all areas and ideas of the subject at this level and is well organized. It covers everything from sentence structure to the writing process. It would appeal to a wide variety of students, from beginning to advanced and is arranged in order of increasing difficulty. So, despite any weaknesses addressed, this is still a valuable resource for faculty who are trying to lower the barriers to student success in their classrooms through the adoption of OER resources. Subject-verb agreement is the least accessible, but that is often difficult to explain for any text, and the exercises support the instruction. There are a few spacing issues. The section on presentation skills was also useful and provided some good tips concerning tone, voice, and connecting with your audience. Use of “for this assignment” on p. 461 seems misleading.

In one section, chapter 6.2 p. 247-248), the directions prior to three model paragraphs said “The topic sentence is underlined for you” but I didn’t see any underlining. The “Writing Application” exercises at the end of most chapter sections provide opportunities for students to use what they’ve learned in short writing activities. It covers everything I would need to teach in a first year college composition writing class. The reading, studying, and grammar sections of the text could easily be organized into appendices at the back of the book to act as supplemental material rather than the meat of the text. Having said that, a lot of the page includes examples, exercises, and their "Key Takeaways"... After the myth that Atkins died from heart issues circulated, the low carb movement died with him. Exercise 1 on pg. The material devoted to grammar, punctuation and usage is well organized and fairly thorough. The content is accurate. The textbook seems appropriately modular. Several of the examples, grammar exercises, and sample readings were inclusive of various kinds of diversity. While these are just two isolated examples, I found several other microaggressions and culturally insensitive missteps in this book. University of Minnesota Libraries Publishing, Attribution-NonCommercial-ShareAlike Within writing, it covers grammar, mechanics, paragraph writing, essay writing, ELL troublespots, and even documentation. From page 438: "Think ahead to a moment a few weeks from now, when you've written your research paper and are almost ready to submit it for a grade. The content related to this text has remained fairly static for decades, though there have been some developments in the past few decades regarding holding students more accountable for knowing their learning styles, and for constructing meaning with connections to their own experiences. Although the text encourages students to apply these ideas to other writing tasks (something I really appreciated about the text), it often implies that the writing they will do in their writing class may not have a clear context or purpose.

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