: Skills for Success READING AND WRITING LISTENING AND SPEAKING STUDENT AND TEACHER INFORMED vi The focus seems to be on what students most need to know and presenting an array... This book could easily be used in a variety of contexts with a great deal of success. Write your answers on the answer sheets. Writing: 1 hour 20 minutes Candidates have to show that they can produce two different pieces of writing: a compulsory essay in Part 1, and one from a yet also explores various aspects of textual analysis--from sentence and paragraph levels to synthesizing readings. Sign in. I'm looking for a primer of sorts to use to remind my upper-level students of the basics of writing and research for their capstone project. The portion on writing is comprehensive, clearly organized, and directed to... Writing: 1 hour 20 minutes Candidates have to show that they can produce two different pieces of writing: a compulsory essay in Part 1, and one from a The sections of the text can be reorganized in any order based upon the course format and student needs. The text would benefit from an index. It also cites classical literature, which will always be relevant in college studies. I found the book to be a very easy read - the language used is clear and concise and, most importantly to me, there are a lot of examples! endobj The topics for each chapter are logically organized and coherent, The book has achieved an appropriate balance between providing enough information to support the readers while also not losing sight of the big picture. The more you read, the stronger your habit will grow, and the easier reading will be." I don't think that the word "comprehensiveness" is easily applied to subjects as capacious as reading and writing, frankly, but there is a great deal of useful materiel covered here for students new to analyzing and creating college-level texts. I appreciate brevity but sometimes my students are not that good at making these kinds of inferences. Sometimes with the open book library I am afraid of students scrolling too fast, or not going far enough, and missing important content. A... 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. Written by five college reading and writing instructors, this interactive, multimedia text draws from decades of experience teaching students who are entering the college reading and writing environment for the very first time. Looking on a smaller scale, many of the sections are a page/page-and-a-half which doesn't allow for much context or examples, really a snapshot of the term or concept. I like that it keeps a tight focus on these basics, and doesn't try to do everything (ie, it doesn't get deeply into research writing or argumentative... Not only does this book provide a comprehensive coverage of the entire subject of the differences between high school and college reading and writing, it also gives examples, short discussion questions, and quizzes to check comprehension. Explanations and examples are clear and useful. The text is consistent in terms of its tone, terminology, and conversational style of writing. The rhetorical approach is consistent throughout, as are the vocabulary, tone, use of images, and links to outside sources. However, it would be easy for an instructor to change the links to accessible articles. • To help students become knowledgeable about the genre of research articles, 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. There is even a small section on grammar and common mistakes which I am hoping my students will take to heart! The PDF offers some good features, including the ability to have the text read aloud, the highlighting feature and the note-taking feature. The book is highly consistent and includes many links or references to other sections which will enable students to cross-reference and consult other sections for more detail on a particular point. I did not find any errors or signs of author bias in this text. There are also attempts at humor which the students will appreciate even if they find it a bit cheesy. There’s no index, and the glossary is quite short. The chunks of text are quite manageable and easily inserted into a range of course sequences and designs. Purpose and application of some reading pages is unclear, such as sentence-level and paragraph analysis. The style is lucid and truly student-directed. The interface worked perfectly on my laptop. Reviewed by Joseph Szpila, Adjunct Professor, Rhoce Island College on 2/1/18, THE WORD ON COLLEGE READING AND WRITING provides a strong overview of the reading and writing process for, in particular, a target audience of freshman- and sophomore-level college students or those attending a community college. Wass up?” illustrates the authors’ skill in engaging students while providing adequate content. The book includes a short glossary, but does not include all specialized language or terms defined in the text (for example, logos, ethos, and pathos are absent from this list.) 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. Overall, I like the organization of both the PDF and online version. While simplistic at times, they are accurate in terms of grammar. The writing is clear and exact. Clear, accessible, well-designed, and up-to-date, The Word... is an excellent primer on college reading and writing. The text feels up-to-date and incorporates a variety of textual examples, including many digital resources. I quibbled with a few minor details, especially in the “Learning About Plagiarism” section, but overall I found this text very accurate. I also found that the images of different pre-writing strategies (in the "Strategies for Getting Started" section) added some visual clarity, as well. I Read a Book I Read a Book I Read a Book I Read a Book. However, The Word also includes a number of useful strategies and tips I’ve not seen in other, similar texts. More of these may be helpful to the student. I think the pithiness of these sections is very relevant to their full and challenging lives, myself. 4 Put books away when you have finished reading them. I didn’t notice any issues with consistency. Much of this textbook presents time-honored rhetorical information on reading and writing strategies that will change little despite the influence of technology on information delivery. The text is free from grammatical errors, awkward phrasing, or any other impediments. Objectives • to assist students develop good reading-writing habits or signs of author bias in this text does a preparation. From one to the many questions and needs of beginning college learners more diversity in age, career, writing! €¢ discuss your reactions to powerful writing by sharing how it impacts your thoughts feelings. 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