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Read more about Reading and Writing Successfully in College: A Guide for Students

Reading and Writing Successfully in College: A Guide for Students

(3 reviews)

Patricia Lynne, Framingham State University

Publisher: ROTEL

Language: English

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Reviewed by Zana Combiths, Instructor, Radford University on 10/23/23

The Writing Process is covered well. I would like more on grammar and practice with common grammar problems and punctuation errors. I would also like to see more on argument strategies in the main text (without so much clicking around). read more

Reviewed by Rhonda Italiano, Professor, North Hennepin Community College on 5/31/23

The text covers all areas of reading strategies from pre-reading to annotation and note-taking. That information is then tied to writing strategies and how they will help students become better writers. read more

Reviewed by Angelica Rivera, Director, Northeastern Illinois University on 5/4/23

The textbook entitled "Reading and Writing Successfully in College: A Guide for Students" is comprehensive in nature and is well organized. It is divided into 3 Parts: I. Successful College Reading: Reading effectively, creating an optimal setting... read more

Table of Contents

  • Welcome, Students!
  • Welcome, Instructors!
  • Ackowledgements
  • Land Acknowledgement
  • Icons and Textbooks
  • I. Successful College Reading
    • Reading Effectively
    • Creating an Optimal Setting for Reading
    • Examining a Sample Assignment
    • Using Pre-Reading Strategies
    • Focusing Your Reading
    • Annotating and Note-Taking
    • Doing Quick Research
    • Finding the Main Point
    • Working Carefully Through Trouble Spots
    • Rereading
    • Responding to What You Are Reading
    • Summarizing and Reflecting on a Text
    • Reading in College and Elsewhere
  • II. Doing Intellectual Work
    • What is Intellectual Work?
    • Understanding Bloom's Taxonomy
    • Understanding Writing Assignments as Intellectual Work
    • Examining Sample Assignment 1: Summary and Analysis
    • Examining Sample Assignment 2: Position Paper
    • Examining Sample Assignment 3: Article for a Public Audience
    • Examining Sample Assignment 4: Reflection
    • Treating Complext Tasks as Intellectual Work: Why?
  • III. Writing Process in College
    • Why Writing Process in College?
    • Thinking about Writing Process
    • Prewriting 1: Understanding the Task
    • Prewriting 2: Generating Ideas
    • Drafting 1: Setting Up Your Structure
    • Drafting 2: Producing Text
    • Getting Feedback
    • Revising 1: Revising Globally
    • Revising 2: Revising Paragraphs
    • Editing
    • Proofreading
    • Owning Your Process
  • IV. Writing with Sources
    • How Are Sources Used in College?
    • Understanding Sources Types
    • Finding Sources
    • Evaluating Sources
    • Summarizing
    • Paraphrasing
    • Quoting
    • Choosing Between Quotations and Paraphrases
    • Citing Your Sources
    • Plagarizing
    • Integrating Source Material with Your Ideas
    • Thoughtful Source Use
  • Glossary 
  • Works Cited
  • Grant Information

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About the Book

This textbook provides students with guidelines for understanding writing tasks as intellectual work using Bloom’s Taxonomy and for treating the writing process as a set of variable activities that move along a trajectory from idea or assignment to a finished product. The book also includes chapters on strengthening reading strategies and on finding, evaluating, and using sources effectively.

About the Contributors


When I first entered graduate school, I thought I was going to study postmodern novels, and I took a job teaching writing to pay for my tuition. But as my first semester of teaching progressed, I found myself much more interested in what was going on with my students than in the novels I was reading. And I was particularly fascinated by the scholarship in my composition theory and pedagogy course. So much to learn!

I have been learning about writing ever since. Nearly every semester of my academic career, I have taught first-year writing, and I know it sounds clichéd, but I learn so much from my students. My students have taught me to see them each as individuals with something of their own to say. They have taught me that no one strategy writing works for everyone, which has forced me to be agile in my suggestions and guidance. My students have also gifted me with ideas about using highlighters and the concepts of “rainbow paragraphs” and “final-ish drafts” (the drafts they submit for my feedback before revising them for portfolios).

In addition to teaching writing, I garden, knit, read, and play online puzzle games with one of my children and MMORPGs with my partner and another child (right now, it’s classic World of Warcraft). I have fostered dogs in recent years, though I’m not doing that right now because my dog has gotten older and less tolerant—I’m not going to make him share our attention during his golden years. I enjoy and collect wooden jigsaw puzzles, both classic and modern.

When I was a child, I would come home from school and teach my younger sister everything that I had learned. She ended up skipping a grade as a result! It’s no surprise that I became a teacher and landed in a career where I can have the first day of school twice a year. Thank you to my students and my colleagues for sharing this ride with me!

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