freshman composition textbooks

It is too generalized to serve as an advanced writing text for a specific discipline. The sections seemed to stand quite well independently; it would be easy, for instance, to read the chapter on the writing process before the one on argumentation. The goal is to help students discover their own writing process, tryin g out different methods and strategies to find what works best for them. Readers can follow along easily without getting lost or needing to reference back to other sections. The book covers the major steps for academic writing, and while it had some examples of non-academic sources, it seemed to focus pretty overwhelmingly on "essays" in various formats. Journalism, Media Studies & Communications, Chapter Two: A Writing Process for Every Writer, Chapter Three: Defining Audience and Purpose. I especially appreciate the Basic Writing Process Chart as a graphic introduction of the key steps of the writing... Sources are only classified as “excellent,” “good,” and “other,” with very little information on how to evaluate them. It would be an extremely useful textbook in a freshman composition class. Luckily the grammar is great, or it couldn't serve as a resource for those still learning grammar! It was crystal clear in communicating the processes of reading and writing, and also covered the ever-important topic of citations quite thoroughly. You, Writing! The textbook does a very good job of showing the real processes of writing, messiness and all. Authors effectively use a “basic writing process chart” as both a visual aid and an organizational framework for content. Furthermore, some example essays in Chapter 7 lack the sophistication which is required in college-level assignments. They also provide a multi-modal, visually accessible format with plenty of white space to keep it from an overwhelming experience for student writers. It also provided a thorough look at citations in different formats. JSTOR is part of ITHAKA, a not-for-profit organization helping the academic community use digital technologies to preserve the scholarly record and to advance research and teaching in sustainable ways. This book was not culturally offensive. The chapters within this text are well-organized. They first listed out the steps, and then marked them up in a graphic to show how the order might be different. No offensive or insensitive material was detected. in English Literature from St. read more. The information is presented in a non-prescriptive way, giving agency to students to try things out and find what works for them. This book was certainly consistent. It is geared to the beginning college writer and... read more. While proofreading does require these skills, It would be more logical to move this section to the beginning chapters and refer back to the basic grammar in the revising section. JSTOR®, the JSTOR logo, JPASS®, Artstor®, Reveal Digital™ and ITHAKA® are registered trademarks of ITHAKA. The one-time maximum award is $250. Reviewed by Matthew Gilbert, Adjunct Instructor, East Tennessee State University on 4/16/20, This book provides a comprehensive approach for all levels of writers for a range of writing projects. With that said, I did not find anything inaccurate or that I would be uncomfortable sharing with students. It covers the basics of writing composition in college and demonstrates not only that anyone is capable of writing, but also that everyone is already writing in some way in their lives. This is the nature of deliberative democracy..." This passage exemplifies the way the authors define their terms as they go along; nothing feels like jargon because they explain their word choices. Paragraphs are never more than several sentences. I have a small quibble with this because all the grammar and sentence skills are lumped into the chapter on proofreading, which seems too late. The author mentions the Black Lives Matter movement and discusses the writings of Martin Luther King, Jr. to cite two examples of inclusivity and cultural relevance. The text is targeted towards beginning college writers, though it is not limited to beginners. It's a book that's clearly rooted in theory but avoids getting the reader bogged down in it--perfect for the general academic writing class. The student writing samples appear to have been drawn from a diverse group of writers. The style - color, format, etc. The text approaches a wide range of assignments/academic tasking, including but not limited to, professional email etiquette, argumentation, and critical analysis. The self-contained nature of this book makes it more useful in different classes. The book demonstrates a relatable voice without using vocabulary and sentence complexity that is out of reach for a developmental or beginning-college level. The language of the textbook is generally very clear and easy to follow. It provides many useful tips about the writing process including proofreading, correcting run-on sentences, and overcoming writer’s block. This book has credible, clear information. This text did not raise any alarms. The conversational style was a strength of this text. I was very pleased to see that the book notes the existence of multiple drafts between the first and final ones. The overall organization is logical and intuitive. This book's text is easy to navigate, and its text and visuals are easy to read both online or as a pdf download. One major theme in particular--audience-focused writing--reminds the reader of previous passages in the text, so as the reader moves forward they integrate new knowledge with previous information. I would definitely consider assigning portions of this text as supplementary reading for an online class, for instance. Select the purchase Overall this text was both accessible for students and moldable for teachers. Given the relationship between writing and reading, I found this to be a relevant note to start on, and the authors answer the question “why write?” by demonstrating how many of the skills within writing (critical thinking, communication) transfer to real world applications and careers, like Google for instance. Some of the work's most appealing aspects are its authentic screenshots, markups, and charts. A good book for all. I would recommend that the section on conventions be turned into an appendix - it doesn't fit neatly into "proofreading" and it is more useful as a reference than as a chapter. In a few places, I did have a few concerns about clarity. I find the phrase "dependent word" to be easier to use with writing students, but that's just a preference. Having sections with subsections makes it easier as an instructor to reconfigure reading assignments and construct a lesson out of several different (but relevant) subsections. The book is accurate in dealing with the subject matter. This book is great for a writing class geared toward academic writing. The rest of it retains the grammatical standards that it teaches. She holds an M.A. The chapters cover basic (but important) steps such as defining audience and purpose (chapter 3), finding a topic (chapter 4), and writing... I am definitely putting it on my list of "promising titles. One of the largest, most distinguished, and innovative of the university presses today, its collection of print and online journals spans topics in the humanities and social sciences, with concentrations in sociology, musicology, history, religion, cultural and area studies, ornithology, law, and literature. The American Biology Teacher, a nationally recognized journal, offers articles on recent advances in biology and life science, instructional activities for the classroom and laboratory, and interdisciplinary programs. The chapters cover basic (but important) steps such as defining audience and purpose (chapter 3), finding a topic (chapter 4), and writing a thesis statement (chapter 5). While the organization went from higher-order concerns to lower-order concerns, meaning that all the editing and grammar information came towards the end, it felt lopsided in that respect. Reviewed by Leanna Giancarlo, Associat Professor, University of Mary Washington on 4/30/19 Comprehensiveness rating: 3 see less. I enjoy the brief, concise chapter-and-subchapter format and find them student-friendly. I think that this text would prove accessible for many students in the first-year composition classroom, regardless of their writing proficiencies. While much detailed attention is given to the specific terminology of Greek logic, for example, the text might have benefited from more extensive concrete examples of critical reading and how it plays out in practice in student writing. While the text generally lays out clear steps--the diagrams that outline writing processes are particularly nice--a few of the lists of steps seem somewhat cumbersome. The writers are knowledgeable about the writing process, conventions of English, style, and where to locate up-to-date MLA and APA formatting information. The text is clean, clear, and approachable, making it an ideal model of what good writing can do in the context of an introductory composition course. Yes, this is definitely true--one example made mention of Trayvon Martin and Black Lives Matter in sample paragraphs. guides the student writer through successful moves of academic writing. The passage of high versus low style is interesting, and not something I've seen before in writing texts. There were no surprises in any chapters, and students can follow along easily where the book is taking them. While it does an adequate job of explaining concepts regarding argumentation, the text neglects to provide logical fallacies (specifically ad populum) in... Whatever the instructor calls it, the comma needs to be there.” This passage not only provides clear instruction but highlights the authors’ understanding of diverse terminology that teachers may use in the classroom. Incredibly accessible to the general audience. Moreover, the organization of the text in its streamlined, modular fashion is well suited to the cultural reading style that young students seem to have owing to growing up with the Internet. read more. Cost: Tuition and textbooks covered by State of Minnesota The Post-Secondary Enrollment Options (PSEO) program through the University of Minnesota Twin Cities allows motivated high school juniors and seniors to take classes at the University for both high school and college credit. There is no index. While I really liked the sample annotations of the poems, many student writers in introductory English classes are working with prose rather than poetry. This text would serve as a fine primary reader for composition students, while certain sections would prove immensely valuable as supplementary content give the depth of the book as a whole. The index is very helpful and the glossary in the back defines many of the key terms in an easy to read format. I would be tempted to adopt this textbook for my classes, but the one element that gives me pause is the rather belated discussion of research. © 1987 National Association of Biology Teachers In addition, the text acknowledges writing in different modes (or genres), such as persuasive writing, informative writing, and professional writing. Overall, I think the text is wonderfully self-contained and does not require much modification or elaboration in any of its chapters. It is neither biased nor insensitive. Covers the full spectrum of introductory writing studies, including big picture things like generating ideas and organizing them as well as more local issues like style and grammar. One can navigate it easily. I really liked how accessible and friendly this textbook seemed to me as the reader. The text is very accessible, being conversational and helpful in tone. It would require supplemental material and examples, I believe, but gives an instructor a very comprehensive basis to build off of. I only found one typo on the text. It seems just right for the young, early college writing student. Terminology is consistently used and defined throughout the text, and there is a logical framework to the whole. The author was careful to create a simple interface without distracting of confusing diagrams and images. This text covers a range of composition and rhetoric topics, while allowing for the convenience of selecting concerns that are most relevant to particular courses or students. While distinguishing between inductive and deductive reasoning is very useful, for instance, distinguishing between "rhetorical argument" and "academic argument" seems a bit superfluous for the target audience. The writing is concise, concrete, and easy to read. 19). I especially liked the section on revision, which clearly laid out critical questions the student can ask themself when making decisions. Most of the material is timeless: how to generate ideas, how to organize an argument, how to pitch your writing to the audience and purpose, how to use semi-colons, how to approach introductions and conclusions, to name a few important sections. Majority of the information provided works universally and provides a strong foundation to students without experience in writing academically or professionally. Structurally the book works well in the order that the lessons and chapters are positioned, though I find that students learn better when they have positive examples to learn from. Reviewed by Charles Prescott, Professor of English, Berkshire Community College on 6/28/20, The text effectively and comprehensively covers the main topics and strategies included in an introductory composition course. The text is comprehensive in covering the major topics pertaining to basic writing. The textbook thoroughly covers the subject of writing, including differences between high school and college writing, generating ideas, developing a thesis, different modes of paragraph development, research and citation, and sentence skills. My major critique is the overwhelming focus on academic writing, which is an important element of first-year writing courses but not (I believe) the only element. Organization is another strength of this text. This text covers all of the major topics found in a two-semester, first year General Chemistry course and has the appropriate tables (thermodynamic quantities, equilibrium constants, etc.) It is written clearly with many interesting examples to help students understand the concepts. For this reason, I would recommend that proofreading skills are moved closer to the front, but this can easily be addressed with supplemental lessons and instruction. This text outlined all basic steps to the writing composition process, and then some. I recommend this text for consideration in freshman composition courses. "You, Writing!" A glossary of commonly used terms is helpful, as the discussion of citations and research. The social and cultural references I noticed in the textbook (such as Twitter and Steven Colbert) are up-to-date and seem likely to resonate well with students for some time to come. Reviewed by Caroline Stanley, Associate Professor, Bridgewater State University on 6/22/20, The text is comprehensive in covering the major topics pertaining to basic writing. The authors include common cultural and social references to reinforce their ideas and main topics. The authors provide resources for further studies like Online Writing Labs, where students can find up-to-date APA formatting for example. (That "however" functions as a conjunctive adverb.) I see numerous efforts throughout to make readings and examples relevant and accessible to students, and the authors also integrate a variety of useful charts and diagrams for students who prefer to think graphically. With that thought in mind, I would prefer this chapter earlier in the book, especially because, and inevitably, the authors do reference the importance of research throughout. She holds a B.A. The book focuses on writing as a process, not a product. I generally found the content to be accurate. She teaches all manner of writing at Lake Superior College in Duluth, Minnesota, where she is also a writer of poetry and middle grade fiction. The text is refreshing in its relevance and timeliness. Likewise, I would have liked to see more concrete examples of paraphrasing and introducing quotations later in the text; the section that discusses those issues seemed somewhat abbreviated, and those are typically major areas of student concern. This also makes jumping around the book easy--a quality that lends itself to both teachers and students of writing. The text is inclusive of a variety of races, ethnicities, and backgrounds. 138-143) is inadequate. The book covers the major steps for academic writing, and while it had some examples of non-academic sources, it seemed to focus pretty overwhelmingly on "essays" in various formats. The former assignment is useful for college writers because unlike the narrative or persuasive essays, it forces them to write with a specifically academic tone and to rely on data and logic. The concepts are simple yet foundational. However, the less-is-more approach to the basics of citation, should make it relatively easy to update in the text. In doing so, the author provides content that may be especially relevant for those wishing to expose students to the concept of racial bias. The... The examples it uses are interesting and current, which makes it easy to read and follow. Furthermore, simply seeing the annotations would not necessarily help struggling students see how to write an essay or a paragraph that develops their critical reading of the text. It is clearly organized, making it easy to use and reference. With a plethora of examples, this text illustrated the different shapes writing can take, and the different mechanisms writers can choose to employ. However, the “back button” returns the user to the table of contents instead of the pages containing the hyperlinks. However, citations in examples of annotated bibliographies do not follow current APA or MLA guidelines, and the text includes other errors in MLA citation format. The section on grammar perhaps should come a little earlier, and the section on research, citation and plagiarism also feels like it comes rather late in the process. In addition, it is refreshingly apolitical, focusing on the kinds of writing students will need in their college courses and careers, rather than hot-button debates, activism, or extreme political correctness. Navigation is no problem. The Paul L. Foster Success Center and First in Line, through the generosity of parent and alumni donors, established the Bear Book Scholarship to assist new and continuing students with purchasing textbooks for the fall 2020 semester. For example, when discussing style they take time to explain "denotation" and "connotation" which are great concepts (and vocabulary!) Founded in 1893, University of California Press, Journals and Digital Publishing Division, disseminates scholarship of enduring value. "They Say / I Say" shows that writing well means mastering some key rhetorical moves, the most important of which involves summarizing what others have said ("they say") to set up one's own argument ("I say"). The textbook is readable, clear, and for the most part, error-free. read more. I observed no problems with the text's accuracy, and I also noticed no bias in the way that it's written. This book is relevant as it mentions only cultural happenings and figures that are significant like lasting political movements and figures as well as well-read authors. The authors are careful to attribute their sources and do so in a way that provides clear modeling for readers. Read your article online and download the PDF from your email or your account. Overall, I find this text to be written with precision. The three authors have managed a consistent voice throughout the entire book, and nothing transitions jarringly or confusingly. I've already begun to mark impressive/clear examples, definitions, and explanations that I'm excited to invite into my classroom next semester. The book is easily adaptable to a variety of situations, and the authors are careful to make sure that the chapters, while informing each other, can stand alone, which allows for the professor to use as she sees fit. The visual framework could, however, be more consistent throughout. The entirety of the traditional writing process was outlined, from reading to brainstorming to organizing to drafting to revising and proofreading, but it... I would recommend reading the section on proofreading earlier, so that writers can look at good sentences before they generate their own (that may just be me.) It felt relevant to this current era, and I think students would be comforted by how relevant it is. The text contains multiple minor errors, which is somewhat problematic for a writing textbook that stresses the need for editing. This was not difficult, however. In addition, there is some inconsistency in the use of the Oxford comma. Rogerian argument is a negotiating strategy in which common goals are identified and opposing views are described as objectively as possible in an effort to establish common ground and reach an agreement. The chapter about research/finding sources came at the very end, perhaps because the authors were trying to make the discussion of organization, argument, audience, etc. The authors provide interesting examples and the writing style is casual, relatable, and humorous. Though I'm not sure this book would be considered culturally inclusive, I certainly did not find it culturally exclusive. Like many contemporary texts on first year college composition, You, Writing! Subject-wise, this book could be timeless. The lessons on grammar are framed rhetorically by being placed within a chapter about proofreading at the end of the (Ch. Very little in the book is inaccurate; perhaps it might have addressed the emergence of the singular "they" in recent years, but beyond that, the book is almost entirely error-free. That being said, however, it's easy to separate chapters into their component sections and assign them to fit smoothly within the broad structure of the course. I was surprised to find that the text devoted (for example) eight pages to audience and 40-something pages to specific grammar details. Additionally the authors take time to define words and ideas for students. Readers will appreciate the fact that the paragraphs are short, and the writing is concise. I found this textbook very consistent. While the text includes a few spelling/typographical errors, it is grammatically sound, overall. The content is up-to-date and rife with examples that are relevant for the college population. The entirety of the traditional writing process was outlined, from reading to brainstorming to organizing to drafting to revising and proofreading, but it acknowledged that these stages can change order or recur; it just depends on the student. I especially liked the way the authors explained how the steps of the writing process may not always be linear. I would prefer to see discussion of different styles of writing (narrative, informative, persuasive) as separate chapters, rather than listed as part of Drafting. guides the student writer through successful moves of academic writing. The word "however" is listed as a conjunctive adverb, which it is, but not as a subordinating conjunction, which it also is (as in the sentence "However you look at it, English grammar is confusing". ) Grad Student Workshop: How to Get and Give Effective Feedback – 3/1 & 2 @ 2:30-3:20 p.m. Movement and Learning – 3/3 @ 5:00-6:00 p.m./Zoom This makes it helpful as a reference or starting point, but may not address all of student concerns. I did feel that following the textbook in sequential order would result in students writing an essay before they'd been fully prepared to do so.

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