About Writing: A Guide
This review examines Open Oregon Educational Resources’ “About Writing: A Guide,” by Robin Jeffrey (2016), of Klamath Community College.
Its nature as a guide stays true to that; it is about 132 pages in length, with 50 chapters arranged into eight sections, ranging from 4-30 pages in each section. The largest section is dedicated to “Multilingual Writers and ESL Challenges,” which this reviewer has never before experienced in a writing handbook, and was pleased to see.
The guide is not a workbook, and does not offer exercises.
It follows MLA formatting.
Though a clear Table of Contents is included, an Index is omitted.
In addition to addressing drafting and crafting an essay, sentence structure and grammar are also included.
The only pre-writing strategy mentioned is “Outlining.”
The final sections are “Revising” and “Peer Review.”
In a word, the guide is “efficient,” which this reviewer appreciates. Chapter 18 is partially titled, “Do it Better,” which could apply to each concept!
The guide targets academic writers, and specifically addresses college-level learning. It employs sophisticated word choice (See “Countering Opposing Arguments”) and critical thinking, including analysis and evaluation.
While it could be used as a supplement by any higher education instructor, the best audience is that in beginning Composition courses, and/or classes with a high population of intermediate to advanced ESL students. It could also be used in ESL courses.
In addition, the section on “Visual Aides” could be used in Speech/Communication courses.
The tone is formal, but also addresses the writer as “you,” connecting the writer and her composition.
Importantly, the guide does contain a “Thesis” page, which is short and clear, with five direct questions. This reviewer will use this page to supplement the teaching of constructing a thesis. However, the instructor must add the process of doing so, as well developing/supporting thesis.
The chart on “Transitions” has been broken down to explain the purpose of each word or phrase, which adds to its usefulness.
The “Rhetorical Concepts” chapter is another that has been streamlined to concise, paragraphical definitions, purpose, and questions.
“Academic Writing: Verb Tense” could include APA formatting of using the past and present perfect tenses.
“How to: Write a Summary” requires the instructor’s additional explanation on citing direct quotes.
“The Most Common Evidence Used by Authors” is a user-friendly list of suggestions for concrete examples,
broken down by subject area, and helpful for composition across all disciplines.
As far as analyzing readings, “About Writing: A Guide” contains only one page of content on “Analyzing a Text,” and could use more.
Content is progressive, but for recent MLA updates.
The clear, straightforward prose of this guide is commendable!
Terms and terminology remain consistent throughout.
Text is sparse, and segments and chapters could be easily used individually, or combined.
Much of the guide lists questions of the writer, asking for self-analysis in a clear, logical manner.
Interface is not distracting.
While a few typos (such as question marks in lieu of bullet points, and other punctuation errors) are sprinkled throughout the guide, and not all pages are paginated, readability is not impeded.
Cultural relevance is not applicable, but could include diversity through examples.
The final page of “About Writing: A Guide” touches on “coaching the writer,” which this open textbook does. Ultimately, the question is whether this guide could be used as a resource for teaching college-level Composition. I would agree that yes, it definitely can, by instructors versed in teaching composition, and with supplemental readings/essays added as examples.