Supporting English Language Learners in First-Year College Composition

Reviewed by Elizabeth Maeshima, Senior Instructor, University of Wisconsin-Superior on 11/24/24

Comprehensiveness rating: 3 see less

This textbooks tries to cover all the issues ELLs might face, and because of this, some topics are not sufficiently explained or practiced, particularly in the note-taking and grammar sections.

Content Accuracy rating: 5

The content is accurate and error-free.

Relevance/Longevity rating: 3

The readings are relevant and interesting, but as most of the materials are written for a specific reading, it will not be easy to update. The main grammar topics are in a separate section which will not be affected by updates.

Clarity rating: 3

The writing is clear, but does not include sufficient examples.

Consistency rating: 5

The layout and terminology are both consistent.

Modularity rating: 5

The text is clearly labeled and sections can be assigned as needed to fit a course.

Organization/Structure/Flow rating: 3

Many explanations and presentations are not included in the main flow. Instead they are reached via links. This disrupts the flow and makes it difficult to keep track.

Interface rating: 3

A large number of links do not work. The authors have provides web addresses for several, but more attention to this problem is needed.

Grammatical Errors rating: 4

The grammar teaching sections are correct, but there are a few grammatical errors in the text.

Cultural Relevance rating: 4

There is nothing offensive in the text, but there is a lack of diversity. Two of five readings are Iranian based, the others from the US.

This book has a number of interesting explanations and and assignments to share.

Reviewed by Susan McAlister, Adjunct Instructor, Old Dominion University on 7/13/23

Comprehensiveness rating: 4 see less

The text covers all areas suggested in the title. This text provides support for English Language Learners (ELLs) and, I would argue, other learners placed in support courses for first-year composition courses such as ODU’s English 101. The text would also be appropriate for ELLs in their final semester of Intensive English.
The index is found in “Contents” on the left-hand side and is easy to navigate. The first item, “How Supporting ELLs in FYC is Organized”, makes the organization of the units clear.

My reason for awarding 4 out of 5 is that the text would not be a “stand-alone” text for most courses as there are few writing assignments.

Content Accuracy rating: 5

I found no issues.

Relevance/Longevity rating: 4

The content is up-to-date and relevant. However, if one or more of the five core essays needs to be replaced, it would not be a quick fix as the exercises in each unit are based on the reading.

Clarity rating: 5

With the exception of a few sentence-combining exercises, the text is very clear.

Consistency rating: 5

The text is very consistent. I was particularly impressed by the way the grammar and sentence structure materials were presented and organized.

Modularity rating: 3

There are no enormous blocks of text. However, changing the order of the core units (II-VI) would present some challenges.

Organization/Structure/Flow rating: 5

Very clear and logical

Interface rating: 4

There were a couple of video links in Unit I (note-taking) which did not work. Also, the link to the New York Times article in Unit 5 doesn't work for those who don't have a subscription. Fortunately, there is a clickable link to a PDF of the article later in the unit.

I suggest that instructors check the links before assigning each unit to make sure that the links still work.

Grammatical Errors rating: 5

: I found only an occasional minor error.

Cultural Relevance rating: 4

While the text is not culturally insensitive or offensive, two of the five core readings are from the lead author’s culture (Iranian). While most if not all of the students will be able to understand, if not identify with the issues discussed, these articles could be balanced by providing links to alternative readings.

As an instructor with decades of experience teaching ESL and a few years’ experience teaching first-year composition, I envision using this textbook with ELLs in their final semester of Intensive English before entering the university. The text would also be appropriate for ELLs and other students in support courses for first-year composition courses such as ODU’s English 101.

Reviewed by Lauren Perry-Rummel, Adjunct Faculty and Instructional Designer, University of New Mexico on 4/21/23

Comprehensiveness rating: 5 see less

This book does an excellent job of covering critical components of the reading process and writing process for students new to composition in English. The book covers multiple genres of writing and walks students through the important contextual information that goes into each genre.

Content Accuracy rating: 5

I appreciate that the text is multimodal and includes access to online components that enhance the text. The outside source material is credible and of a high caliber.

Relevance/Longevity rating: 5

This book is very relevant to the current methods of teaching remedial composition.

Clarity rating: 5

The text is clear, easy to follow, and caters to multiple learning styles.

Consistency rating: 5

The text maintains a high level of professionalism while also being readable and learner-friendly.

Modularity rating: 5

I appreciate the 5 modules that it has been broken down into and I think that giving students multiple chances to practice certain genres of writing is important to building their confidence and skills.

Organization/Structure/Flow rating: 5

The flow is pleasing and well-organized.

Interface rating: 5

Free of issues.

Grammatical Errors rating: 5

The text is concise.

Cultural Relevance rating: 5

I did not see anything that stuck out to me as culturally offensive. It seems conscious of all cultures.