Following this section is an Information Literacy section that covers finding high quality texts and how to avoid plagiarism. The remainder of the textbook gives instruction in writing by explaining why we write, considering audience and purpose in writing, understanding the writing process, and citing sources correctly. Within this section is instruction on developing good writing habits and overcoming obstacles such as writing anxiety and procrastination.
The book concludes with a section on grammar and MLA style. The content is comprehensive, but brief in comparison to other textbooks on similar topics. I suspect the brevity is intentional, as the audience for this textbook appears to be those who need a primer to college level reading and writing. Most topics range from just one to three pages long.
The Table of Contents is detailed; there is a glossary of important terms; there is no index. The content of the textbook is up-to-date. Writers are intentional about using gender neutral language and representing all people equally. The authors are aware of how often online links change, so instead of providing links to suggested supplementary resources, they suggest searching for particular titles or key words on the internet. The search terms they provided helped me arrive at the correct materials. The content is extremely accessible to beginning college learners.
Technical terms are always defined and examples are given. The sections are short; many are just 1 to 3 pages long. This makes content easily digestible for those who are still learning foundational reading and writing skills. Subheadings and bulleted lists are used to break up longer sections of text. The topics are presented in a clear, logical manner that is consistent with similar textbooks commonly used for this subject. The book uses consistent graphics to accompany features, such as "Exercises," "Pro-Tips," and "Check Your Understanding. No instances of culturally insensitive or offensive material were found.
Images used include a variety of races and ages. The authors have created a text that is easily comprehensible for adult learners who need to build their reading and writing skills in order to be successful in college. It is user-friendly, easy to understand, and gets the reader engaged in the text. The Word covers all the necessary areas for a first year writing class and beginning writers.
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This book appealed to our department because our former textbooks were essay anthologies and not a book dedicated solely to writing. We like for students We like for students to read a variety of writing and to study what the authors are doing and how they produce effective writing.
The Word contains links to recently published essays about things students might be interested in, such as food and technology. Many of the linked essays appear with lessons on reading and rhetoric while saving short writing examples written by the authors as a way to demonstrate specific writing strategies in the "Responding to Texts" and "Drafting" sections.
There is a glossary contained in the appendices. There is no index, but the search function makes up for the lack of index. If this were to be downloaded and printed, the lack of index might pose some difficulties when looking for something very specific. But, the table of contents lists every section, so it is pretty easy to find all of the information.
The content in The Word is similar to any other writing textbook or writing website when it comes to the fundamentals of writing i. What makes this text stand out are the first two sections "Working with Texts" and "Writing about Texts," which provide students with clear strategies for becoming better readers and thinkers.
There are links to many different articles that help students learn to read and respond to complicated texts.gon25.dev3.develag.com
It offers a variety examples rather than templates. The content appears to be relevant. There aren't references to pop culture that will become dated in a few months or years such as mentioning fidget spinners or "dabbing". There are some references to the film "The Hunger Games," which is used to demonstrate different ways to write a thesis, but there are also references to other types of papers students might write for other disciplines, such as art history.
Overall, the book should hold up well for several years. I do have a concern about the links to some of the external readings and whether they will hold up. I had issue with one link being broken when I was reviewing the text for adoption, but the link works now, so it appears that the authors check on the text regularly. It's easy to read and fits the way I teach. There are many short imagined assignment examples to demonstrate various writing techniques, which can help students visualize what they are going to do in their paper.
There is a glossary of terms in the appendices, but they authors take care to explain these terms in the chapters, too. Many of the chapters are short and make for great mini-lessons that coincide with other writing assignments in the course. It isn't necessary to start with chapter 1. The textbook offers two sections on reading and responding to texts before discussing some of the fundamentals of rhetoric and the writing process. This makes skipping around in the book easy to do. When printed, the book is pages long, so it's pretty easy to get through in a semester.
Since this book appears to be written for a first year student, some of the material can even be assigned as a review for most writers coming straight out of high school. Since this book is used at a community college with students of varying ages, from students still in high school to students eligible for AARP membership, this book serves our population well. The Word flows well and would be a great book for a new instructor to use for a first class.
It's a book that can be followed from beginning to end without requiring the instructor add supplemental content. It might surprise some students to see that the first two sections are about reading rather than writing, but most college students are going to be using their writing to respond to what they read. So, it makes sense. There are plenty of exercises and writing assignments throughout the book, which instructors can skip or include.
Some of the exercises can be hit or miss. It's a great premise, to assign a purpose and an audience, but the audiences are particularly difficult to write for. Many students said they wouldn't ask any one for the money because they felt bad about it.
Overall, the content flows well from one section to the next. The text is easy to read and navigate online through web browsers. It is necessary to make sure the window is large enough so the table of contents doesn't overlap the text on the page. Being a writing textbook, there should be few if any errors. I did find one word choice error with the use of "peak" instead of "pique," but I feel comfortable contacting the authors to address this.
This book is culturally sensitive. It does present people of different races, cultures, and sexuality, though I am not sure if it is equally representative of presenting people of different abilities. The "Patterns of Organization and Methods of Development of Ideas" chapter has an exercise that asks students to practice opening statements for an imagined writing assignment, which include writing topics about "gender roles", "toxic masculinity", and "race relations" to show that the textbook allows and encourages those types of discussions.
I did not see a section on gender neutral or non-sexist language in the book, but the book does provide plenty examples of gender neutral writing. I feel the authors deliberately tried to avoid confrontation of sensitive topics in their reading assignments and writing examples in order to allow the students to focus on the material. This doesn't mean students and instructors can't bring these topics up. It also touches on effective study habits and student success skills It also touches on effective study habits and student success skills.
The Appendices and the Glossary are useful. Their list demonstrates the depth of their teaching experience. The text is free from grammatical errors, awkward phrasing, or any other impediments. The sentences are well-phrased; the information is accurate and up-to-date. The text uses contemporary resources that appeal to students, such as websites, blogs, and videos. It also cites classical literature, which will always be relevant in college studies.
The articles in sources such as the New York Times Magazine and Scientific American blog site address concerns that are timely yet unlikely to become quickly outdated.
- Redemption Song: The Definitive Biography of Joe Strummer.
- Starting Out: The Caro-Kann (Starting Out - Everyman Chess).
- 1. Stop watching television. Instead, read as much as possible.?
The writing is clear and exact. I did not find anything vague or confusing. The word choice and the sentence structure add to the feeling of accessibility. The tone and the approach are appropriate for the intended audience. Wass up? The text is consistent throughout in its tone, vocabulary level, and exposition.
The concepts build logically from one to the next. The relaxed, conversational style of writing makes the text feel approachable. The sections of this text do not necessarily need to be followed in the order presented. The section devoted to reading comprehension skills could be used in a college preparation course or seminar. Section titles, chapter heads and subheads are all clear and logically arranged. The text uses two color and occasionally three-color pages effectively. The many links I tried all worked.
I am not aware of any problems with the interface or distortions of graphics. The on-line navigation is trouble-free. The text appeals to the broad audience of college freshmen.. Literature and articles cited represent a wide range of writers. This textbook offers the basic reading, writing, and study skills college freshmen need to master for successful higher education. Much of its material is well suited for developmental reading and writing courses. I am especially happy to see that the section on Building Strong Reading Skills does not emphasize reading speed.
2. Prepare for more failure and criticism than you think you can deal with.
Explanations and examples are clear and useful. Including and starting with reading is an excellent, much-needed approach to introduce students in how to think critically and write effectively for academic audiences. The portion on writing is comprehensive, clearly organized, and directed to The portion on writing is comprehensive, clearly organized, and directed to clear contexts across the curriculum. The reading portion is less comprehensive and focused.
The Revisions Process
I would have liked to see more specific guidance on setting and annotating for different academic purposes, reading rhetorically, and more strategies for reading difficult texts. Overall, the text makes few errors in content. Though sources are acknowledged, footnotes rather than a Works Cited may have been more appropriate for navigation. The external links all seem to work. Teachers play an important role in promoting emergent writing development by scaffolding writing activities that engage young children in building their conceptual, procedural, and generative knowledge.
Writing can easily be embedded in daily routines as children write their names, engage in learning centers, practice writing for a purpose based on teacher and peer models, and contribute to group writing activities. Be intentional during interactions with children and incorporate best practices. Promote the development of emergent writing—and emergent literacy—by implementing purposeful strategies that encourage writing in the classroom and at home.
Teachers who provide young children with a diverse array of early writing experiences lay the foundation for kindergarten readiness.
WRITING AS INTERACTION
Thanks to Barbara Berrios for sharing the Chester Bear idea. Both-de Vries, A. Cabell, S. Justice, T. Dennis, L. Drouin, M. Gerde, H. Hall, A. Simpson, Y. Mayer, K. National Center for Family Literacy. Report of the National Early Literacy Panel. Neumann, M. Ouellette, G. Pelatti, C. Piasta, L.
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