The Word on College Reading and Writing
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.
The text is divided into two main sections. Part I gives advice on building strong reading skills, provides methods of effectively writing about texts, and notes the importance of information literacy in the modern workplace.
Part II begins by establishing the rationale for devloping strong written communication skills and then provides logical coverge of standard ideas surrounding the importance of determining audience and purpose for writing. This is followed by sections exploring methods of generating ideas (freewriting, brainstorming, clustering and the like), drafting and revising, and editing. Part II goes on to cover the eesentials of using sources correctly and concludes with good advice on overcoming obstacles to writing (such a writer's block and anxiety) and generating good writing habits. Back matter includes sections on grammar and style, working with MLA format (the textbook focuses almost exclusively on MLA), and includes a helpful glossary.
The textbook appears error-free and up-to-date with its advice, even in the area of contemporary MLA source citation using the "core elements" approach in construction of Works Cited entries.
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. While the textbook does focus on new methods of information exchange, it does not focus heavily on information-sharing via personal websites, blogs, video poduction and other forms of electronic, internet-based communication on the student writer's part. The focus is squarely on the production of classic essays for the college undergraduate classroom.
I particularly found this textbook admirable for its straightforward, conversational delivery of information. I could easily imagine the tone employed effectively connecting with entry-level college students. As an example:
"Common communication models present a sender (e.g. a writer) and a receiver (e.g. a reader) and different concepts of what happens as information is shared between them. But sometimes the purpose for writing isn’t at all about sending information to some “other” receiver or reader. Sometimes, your purpose for writing might simply be to explore an idea or even just to figure out what you think."
And the following example illustrates this tone employed in describing a common rhetorical pattern of organization:
"The comparison-and-contrast method of development is particularly useful in extending a definition, or anywhere you need to show how a subject is like or unlike another subject. For example, the statement is often made that drug abuse is a medical problem instead of a criminal justice issue. An author might attempt to prove this point by comparing drug addiction to AIDS, cancer, or heart disease to redefine the term “addiction” as a medical problem. A statement in opposition to this idea could just as easily establish contrast by explaining all the ways that addiction is different from what we traditionally understand as an illness."
The Glossary provides definitions of those few terms ("Empiric disciplines," "Intellectual property" and the like) the target-level student might require.
THE WORD ON COLLEGE READING AND WRITING uses a conversational style carried consistently throughout. The impression is that of a coach offering his listener sound advice in a friendly, helpful, nonjudgmental demeanor. And potentially confusing terminology is clearly explained in easy-to-understand language. As an example:
"Pathos is the fastest way to get your audience’s attention. People tend to have emotional responses before their brains kick in and tell them to knock it off. Be careful though. Too much pathos can make your audience feel emotionally manipulated or angry because they’re also looking for the facts to support whatever emotional claims you might be making so they know they can trust you."
As the writers themselves state, this is a "use-it-as-you-need" kind of text. And they're right. This text could easily serve as a handbook for an introduction to college writing class or as the core text itself. Its divisional strategy would make it ideal for focusing on specific writing tasks or to troubleshoot specific areas for improvement. Indeed, one of its most attractive qualities would be its adaptability. The text is logically organized with ample divisional headings and navigational cues, as well as appropriate graphic accompaniments, illustrations and photos. It's visually appealing and simple to digest.
Opening with an emphasis on the essential relationship between reading and writing and on the importance of building strong reading skills, the book proceeds in a logical order to cover the rationale for writing about texts in a college environment (and, subsequently, the workplace) and then provides strategies for doing so, definitely geared to an entry-level college student.
The text is simple to navigate and even rewards skimming for a casual reader simply interested in improving as a writer. I particulalry liked the manner in which the book uses links to articles and outside source materials external to the textbook itself that students can access immediately, as in the following example:
"Here’s an example article from the New York Times, “Monks Embrace Web to Reach Recruits,” that highlights an unexpected approach by a group of Benedictine monks in Rhode Island; they’ve turned to social media to grow their dwindling membership. Monks on Facebook? Who knew?"
The textbook makes frequent use of external contemporary sources such as this to illustrate rhetorical points. Of course, the potential drawback surrounding such online source material might be the reliability of its availability into the future.
My reading came across just a few editorial typos in the book. ("Th New York times," for example.)
While the main focus of the book is not that of a multicultural reader, it does draw some examples from a diverse perspective, as in the following: "Here’s an example article from the New York Times: “Who Wants to Shop in a Big Box Store, Anyway?” The author explores some interesting differences between the average American and average Indian consumer to contemplate the potential success of big box stores in India and also to contemplate why these giant big box corporations, like Walmart or Target, might have to rethink their business model." The book is in no way culturally insensitive or offensive, though its major focus is not on issues of ethnicity or diverse background. The target student reader here is somewhat generic.
I was impressed by this book and feel it would work well in many freshmen-level writing classrooms. One gets the feeling that it was written by instructors with considerable practical experience in dealing realistically with novice college student writers. I particularly enjoyed the various links the text uses to illustrate its concepts, and often the links are employed across several concurrent actiities to effectivly illustrate a writing process. (In fact, I would even like to see more of this tactic used.) An example:
"Using the same article as in the “Paraphrasing” section (see the section just before this one), written by Sarah Boxer and published online in The Atlantic, I’m going to quote just the third sentence of the passage we looked at in the paraphrasing activity: “Because not everyone who wants the experience actually gets the experience, these works, even if their intentions and messages are democratic, tend to become exclusive affairs.”
Which of these uses of that sentence would be a correct way to use it as a quote in my own essay?"
The text then provides several options to choose from.
I did notice that many of the examples in the opening section (Part I) of the textbook are literary, and many were somewhat older fictional references (Hemingway, Salinger, Ray Bradbury...). My initial impression was that this might be a good textbook to use for a class focused on literary analysis or the like. But the literary focus was not as predominant in Part II.
Overall, I am impressed by this book,and will definitely consider using this it in a future first-year writing class.