Conditions of Use
The Writing Guide with Handbook, is a text for writers who are beyond the basics of essay structure and who wish to develop more with writing in terms of culture and rhetoric for real life situations. read more
The Writing Guide with Handbook, is a text for writers who are beyond the basics of essay structure and who wish to develop more with writing in terms of culture and rhetoric for real life situations.
The content of the book is truly one of exploration and appreciation for other cultures . Other issues regarding oppression, bias, and objective writing are discussed in terms of how identity is constructed through writing.
This text, hands-down, is on the cutting edge of curranacy and relevance. Exploring hot topics facing society is a great way to engage student writers and get them thinking about the world around them.
Any relevant vocabulary is thoroughly and mindfully explained with examples given. For example, in Chapter 2.3, "Glance at the Issues: Oppression and Reclamation," the term bias and how it affects writing is completley investigated.
Any significant terms are defined before any development of ideas is given. This tactic helps the student to understand throroughly what is being explained in the text.
The authors have done a superb job of organizing ideas and breaking down sections. For instance, in Chapter Two, "Language, Identity, and Culture: Exploring, Employing, Embracing," the main ideas: language, identity, and so on, are broken down in to smaller areas devoted to them and are explored regarding the effects on the writing process.
Topics, are, indeed, presented in a clear manner, beginning with what the writer may already be aware of with writing, such as "The Digital World: Building on What You Already Know to Respond Critically" and moving to "Bridging the Divide Between Personal Identity and Academia."
The book is cearly laid out with photos that enhance the subject matter and provide a clear undernstaning for the reader.
No grammatical errors were noted.
This text makes a point to engage readers from all walks of life with varying cultural backgrounds. By undertsanding how others think, the student has a deeper perspective when writing and produces an essay with substance.
The Handbook, located in the back of the text, is phenomenal. It is more that just grammar. It touches on on proofreading the essay for clear and effective sentences, beneficial transitional expressions, mechanics, point of view, and MLA. The explanations are clear and relevant and very relatable for college students.
Table of Contents
- Unit 1 The Things We Carry: Experience, Culture, and Language
- Chapter 1 The Digital World: Building on What You Already Know to Respond Critically
- Chapter 2 Language, Identity, and Culture: Exploring, Employing, Embracing
- Chapter 3 Literacy Narrative: Building Bridges, Bridging Gaps
- Unit 2 Bridging the Divide Between Personal Identity and Academia
- Chapter 4 Memoir or Personal Narrative: Learning Lessons from the Personal
- Chapter 5 Profile: Telling a Rich and Compelling Story
- Chapter 6 Proposal: Writing About Problems and Solutions
- Chapter 7 Evaluation or Review: Would You Recommend It?
- Chapter 8 Analytical Report: Writing from Facts
- Chapter 9 Rhetorical Analysis: Interpreting the Art of Rhetoric
- Chapter 10 Position Argument: Practicing the Art of Rhetoric
- Chapter 11 Reasoning Strategies: Improving Critical Thinking
- Chapter 12 Argumentative Research: Enhancing the Art of Rhetoric with Evidence
- Chapter 13 Research Process: Accessing and Recording Information
- Chapter 14 Annotated Bibliography: Gathering, Evaluating, and Documenting Sources
- Chapter 15 Case Study Profile: What One Person Says About All
- Unit 3 Navigating Rhetoric in Real Life
- Chapter 16 Print or Textual Analysis: What You Read
- Chapter 17 Image Analysis: What You See
- Chapter 18 Multimodal and Online Writing: Creative Interaction between Text and Image
- Chapter 19 Scripting for the Public Forum: Writing to Speak
- Chapter 20 Portfolio Reflection: Your Growth as a Writer
About the Book
Writing Guide with Handbook aligns to the goals, topics, and objectives of many first-year writing and composition courses. It is organized according to relevant genres, and focuses on the writing process, effective writing practices or strategies—including graphic organizers, writing frames, and word banks to support visual learning—and conventions of usage and style. The text includes an editing and documentation handbook, which provides information on grammar and mechanics, common usage errors, and citation styles.
Writing Guide with Handbook breaks down barriers in the field of composition by offering an inviting and inclusive approach to students of all intersectional identities. To meet this goal, the text creates a reciprocal relationship between everyday rhetoric and the evolving world of academia. Writing Guide with Handbook builds on students’ life experiences and their participation in rhetorical communities within the familiar contexts of personal interaction and social media. The text seeks to extend these existing skills by showing students how to construct a variety of compelling compositions in a variety of formats, situations, and contexts.
The authors conceived and developed Writing Guide with Handbook in 2020; its content and learning experiences reflect the instructional, societal, and individual challenges students have faced. The authors invite students and instructors to practice invitational, rather than confrontational, discussions even as they engage in verbal and written argument. Instructors will be empowered to emphasize meaning and voice and to teach empathy as a rhetorical strategy. Students will be empowered to negotiate their identities and their cultures through language as they join us in writing, discovering, learning, and creating.
About the Contributors
Michelle Bachelor Robinson, Spelman College
Dr. Michelle Bachelor Robinson directs the Comprehensive Writing Program and is an assistant professor of writing and rhetoric at Spelman College. For five weeks each summer, she also serves as faculty for the Middlebury College Bread Loaf School of English, a summer residential graduate program for secondary educators. Her research and teaching focus on community engagement, historiography, African American rhetoric and literacy, composition pedagogy and theory, and student and program assessment. She is the coeditor of the Routledge Reader of African American Rhetoric and has published articles in WPA: Writing Program Administration, Peitho: Journal of the Coalition of Feminist Scholars in the History of Rhetoric and Composition, the Alabama Humanities Review, and the Journal of Social Work Education. Her early career was spent as a secondary educator, teaching high school students in the subjects of writing, literature, reading, debate, and drama. Dr. Robinson currently serves as the higher-education cochair of the College Board test development committee for the Advanced Placement (AP) English Language Exam, as well as a member of the test development committee for the College Level Examination Program (CLEP) for College Composition. Dr. Robinson also served on the executive committee for the Conference on College Composition and Communication (CCCC) from 2017 to 2020 and is still actively involved in that national work.
Maria Jerskey, City University of New York
Dr. Maria Jerskey is a professor of education and language acquisition at the City University of New York (CUNY), where she teaches courses in ESL, linguistics, bilingualism, and French to community college students and academic writing to graduate students. She is the founder and director of the Literacy Brokers Program, which supports and promotes the publishing practices of multilingual scholars. Dr. Jerskey has 4 Preface Access for free at openstax.org. published widely and been involved in national professional committees and organizations that focus on bringing current research and scholarship to bear on institutionalized practices that disenfranchise multilingual writers in order to design and implement equitable teaching and learning practices and professional development. She has authored college writing handbooks, including Globalization: A Reader for Writers and, with Ann Raimes, Keys for Writers, 6th edition. In her teaching and professional committee work, Dr. Jerskey problematizes and challenges the value and status of Standard Written English by applying critical research and scholarship in the fields of education, linguistics, and composition. Her current research and activism focus on identifying institutional barriers to linguistic justice and cultivating sustainable practices that recognize, encourage, and value the use of each person’s full linguistic repertoire.
Toby Fulwiler, Emeritus, University of Vermont
Dr. Toby Fulwiler is an emeritus professor in the Department of English at the University of Vermont. The author of numerous professional texts, student textbooks, chapters, and articles, Dr. Fulwiler graciously provided The Working Writer as inspiration for Writing Guide with Handbook.