Relevant Volume 2

Rather than the unified narrative of a textbook by a single-author or team of authors , it offers a variety of perspectives on the writing process, and this should work well to provide students with a broader view of the field than the one they might more often receive. The variety of perspectives is also likely to be of great interest to the instructor, providing a window into the divergent ways in which their various colleagues think and teach.

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The book is designed to allow the instructor to select which essays to assign, making it highly modular. However, many of the individual essays are somewhat lengthy. Units of shorter length might be preferred. The book is presented as a collection to peruse. There are no technical problems with the interface. However, it is very text heavy and could make better use of visual rhetoric.

This could make it less than ideal for accomplishing the task of engaging today's students, who have become accustomed to textbooks that are more attractively designed and to reading in graphically-oriented online formats. I found nothing offensive, although I would term the text generally more neutral than it might be.

More often than not, it avoids examples that are couched in terms of gender, ethnicity, etc. Despite some drawbacks due to wordiness, length of articles, and graphic presentation, the fresh approach offered by this text makes it well worth a try. The text covers a variety of topics commonly found in contemporary first-year writing FYW courses: Most of the authors use and cite contemporary scholarship for their essays.

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There is no index or glossary. With some exceptions, there are no issues of accuracy. Where accuracy fell short were in sections addressing citation style and digital writing. Since , MLA has been in its 8th edition — the text, due to publication date, follows the 7th. Walker, acknowledge that citation style is time-sensitive; therefore, with supplemental materials such as handouts or handbooks, this issue of accuracy is easily rectified.

Though by no means obsolete, as stated above, some discussion feels dated; this is most apparent in the sections discussing the internet and digital writing. In places, however, the text brings attention to this issue, particularly regarding citation style. More locally, some of the links to websites mentioned in the text are no longer live.

They would need to be updated See pages and , for example. For the most part, the text is easily accessible to its target audience. It includes good definitions of FYW jargon that students will understand and provides good modelling of topical tasks. With that said, a handful of chapters feel like they are written to a completely different audience, namely, other instructors. Some read as assignment prompts. Although written by various authors from different institutions, the terminology used and approaches to teaching writing taken are all consistent with current practice in the field.

As this text is made up of individual essays each written by a different author, this text is highly modular. It may have better served the text to have included groupings of chapters under common themes e. The essays themselves are internally consistent, coherent, and cohesive.

It would be more convenient if the library holding had the links to individual chapters instead of just the full pdf. It's not an issue, however, since the holding provides a link to the publisher's site, which does. The images in the text were clear, with the exception of those in "The Complexity of Simplicity: Also, on occasion, sometimes formatting changes in terms of font color like on page As far as content, nothing stood out as particularly insensitive or offense.

Indeed, one chapter — "Writing 'Eyeball To Eyeball': Otherwise, generally, no explicit mention or attention to cultural sensitivity is made. However, the text does seem to assume one kind of FYW student, one attending a four-year institution. This is not to say that this text is not useful for FYW students at other types of institutions. Indeed, the editors tell readers that "each essay functions as a standalone text that can easily complement other selected readings in writing or writing-intensive courses across the disciplines at any level.

I noticed an explicit assumption about the student only in "Composition as a Write of Passage" by Nathalie Singh-Corcoran when she mentions a two-semester writing sequence for FYW students; not all institutions have them. While it does not interfere with the content, accuracy, or clarity, it does, even implicitly, assume a particular experience for the students reading this text. With that said, as another review points out, the Discussion Questions at the end of each chapter are a way of getting the student to include his or her own voice into the discussion. Overall, the text is successful in what it sets out to do: I was particularly pleased with how often student writing was at the center of each chapter.

The use of real student writing, coupled with the first-person, personal essay approach to much of the work here, makes the text accessible and level with its target audience. The softcover edition was very nice quality. Because I would not personally assign every chapter for my classes, I find the pdf version more economical for classroom use. I have used two chapters of this book already in class with I hope success.

The authors provide a good foundation for lecture and provide ample material for in-class activity and assignments. I would recommend this text for students focused on writing arguments in particular. The text is a series of stand alone articles related to various acts and processes of the writing process focused on academic writing and with an eye towards The text is a series of stand alone articles related to various acts and processes of the writing process focused on academic writing and with an eye towards thinking about transfer.

Articles cover a range of topics from how to approach a writing assignment to how to conduct primary research to incorporating outside sources via the proper conventions. As a whole, the text covers a lot of ground; however, there is no glossary or index only a table of contents. While accessible, the articles may be too advanced for some students.

The articles do push some of the traditional boundaries of the college composition classroom. Each stand alone article is relatively free from cultural references instead using examples from student work or analogy to present various tenets and themes related to writing and the writing classroom.

Some of the articles do speak to specific types of write i. Again, the text is a series of twenty-one stand alone essays, so each essay has its own focus and its own voice.

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There is a clear sense of the contributors trying to demystify what it means to be writer in a college classroom. The individual essays move consistently from approaching the writing assignment to exploring various types of assignments to discussions on information literacy.

While no essay directly connects to another nor is there an attempt to connect the essays, there is a sense of evolution of the writing process from idea to product. Each reading is essentially its own module and there is no external structure alerting readers to the topics covered in each reading other than the title of the article itself. Instructors interested in this text, would be smart to scan the article titles and first pages to get a clearer sense of the aspects of writing covered in each piece. For this text, there is no real shortcut for identifying which subjects are covered in each piece.

While it's clear the articles were arranged in a deliberate order, there is no external organization to the essays. There are a few images used in a few of the articles. These are not very clear printed very small and were more a distraction than helpful. However, the text itself was clearly presented. Examples in the articles tend to be pretty culturally neutral; however, the student names given, for the most part, do not suggest much cultural diversity and many of the examples provided would relate more to four-year college students than to community college students.

This was a strong and engaging collection of essays though it takes some commitment to make one's way through each article. I cannot imagine assigning the entire text to a group of students but certainly various articles and exercises would be quite effective. This book would serve as a decent secondary text in a composition course. The included essays - as outlined in the index - deal with the necessities of a first-year writing course.

The book begins with the purpose of such courses, moves to The book begins with the purpose of such courses, moves to discussions of critical thinking and writing, then to the nuts and bolts of the rhetorical situation, then to researching and using sources, and finally to more complex questions of organization, collaboration, and the personal essay. An instructor might have to supplement this material with essays on best workshop practices and logical fallacies, to name a few, but there is a lot covered here.

This textbook advanced generally good ideas about composition and the practice of rhetoric. The individual essays should be useful to students, and, as writing instructors, all of the authors were quite conscious, of course, of audience. I didn't find anything inaccurate or "wrong" suggested by any of the authors.

And while I'm sure individual instructors will find issues with some of the examples, metaphors, or language used to express the ideas, nothing was particularly cringeworthy, and the ideas themselves were sound. I'm sure this book will stay relevant for a long time. There's an essay on the accuracy of research done with Google and Wikipedia that will probably, in ten years, sound antiquated, and then there's the odd reference to President Obama, contemporary mores, and popular culture that will date it, but the ideas about writing expressed herein should continue to be useful for a while.

No issues with clarity here.

Conditions of Use

This is a book for first-year writing courses written by first-year writing instructors, and is therefore well-written, accessible, etc. If anything, some of the essays and examples used in those essay are overly simple. Though by supplementing this text with more complex and challenging readings not about writing and composition, this shortcoming could become a virtue. Again, there were no issues with consistency. This is a well-edited anthology that could easily be read chronologically.

Despite what I said in the previous section about reading this book chronologically, I suspect most teachers will pull essays from it as it suits their curriculum, and the book lends itself well to such a practice. The essays are in not dependent on each other for comprehension or usefulness. I may even use a one or two in the last several weeks of my current course. I talked about this in the first section and in the past two about consistency and modularity. I suspect many instructors will recognize the basic structure of their courses in the book's organization.

See the index for a clearer idea of what I mean. The free PDF version of course doesn't contain links to the individual essays, but the book's page in the Open Textbook Library does. Beyond that, I was impressed with the book's quality and consistency of design. It's not going to win any prizes for creativity, but it looks professional, and shouldn't give students any reason to doubt its credibility. Again, this book was written and edited by writing instructors. Granted I was reading quickly, but I didn't see any glaring grammar errors or any errors at all, really.

I didn't take offense with any of the book's essays. Again, they're all about best writing practices and therefore aren't trying to get students to think critically about race, class, or gender, to name just a few of the possible areas of critical examination to which composition courses can and probably should introduce students. Instructors will likely have to use a different primary text to expose students to exceptional examples of thinking and writing. I was impressed with the ability of the authors featured in this book to articulate, in their essays, necessary and simple but sometimes elusive ideas about writing practices.

Many of these pieces are useful for writers well beyond the first year composition classroom. The collection does not include an index, glossary, or any handbook-style rules for usage or grammar. Information feels relevant and contemporary. Most of this advice on college writing is relatively timeless, unlike texts that contain citation details that are subject to frequent updates. Also, in comparison to readers that feature articles on current events or debates on cultural and social issues, this material has greater longevity than most issue-based anthologies.

A few of the digitally-focused pieces in the collection risk becoming dated more quickly, such as the essay on blogs and collaborative writing technologies. While the essays are clearly written with excellent examples for illustrating points covered, some instructors might not find this format to be the clearest presentation of much of the material. Essays on MLA style, document formation, and integrating sources offer advice that is more traditionally presented in handbook format. Style of the essays is consistent throughout. While the collection covers a wide-range of topics geared toward the first year college composition student--and the essays themselves do not cross-reference each other in any direct way--the length, tone, and purpose of the pieces creates a clear unity here.

Most essays propose specific exercises and assignments for writing—all offer enumerated questions for discussion and reflection immediately following the text. As an edited collection of essays, this text lends itself well to mixing and matching with other materials. While the progression of the collection does build a useful scaffold of skills that complement each other by addressing different aspects of the writing process, each essay can stand on its own.

Organization makes sense, as the anthology is roughly arranged from pieces that address college writing in general to those that take on specific aspects of the writing and research process, concluding with a focus on digital technologies for writing and collaboration. This sequence reflects how these skills would logically develop throughout an academic course. No issues with the interface. Structure is straight forward and display is clear. Readability for some images requires zooming in farther than the average level of focus for reading—but this is not an image-heavy text.

Language feels inclusive and contemporary—nothing stands out as insensitive or outdated in viewpoint. Overall I love the essays in this collection and will absolutely be working some of them into my composition classroom. What I really like here is that nearly every essay leads seamlessly into a specific type of writing assignment; thus, the collection works well as a basis for structuring a first year composition syllabus. With that in mind, I can imagine adopting this text and pairing it with other readings in which the content goes beyond writing, along with basic handbook material for formatting, grammar, and punctuation review.

Krause's "On the Other Hand: This collection of essays provides comprehensive coverage of key issues in the first-year composition classroom. It addresses core skills——composing as a process, reading as a critical act, writing as a series of rhetorical decisions——elucidating It addresses core skills——composing as a process, reading as a critical act, writing as a series of rhetorical decisions——elucidating them and breaking them down into more manageable steps for students new to the scholarly community.

It introduces crucial rhetorical concepts such as audience awareness, and demystifies the idea of "academic writing. How great to have a book that uses the kind of citation system we ask our students to employ! The collection lays out a wonderful array of learning tools that students would undoubtedly find useful throughout their college careers and beyond. The essay collection both essays and apparatus accurately covers the arc of the composing process and touches on just the kinds of questions students are likely to have in a first-year composition course: How can I find my way into a challenging writing assignment?

What constitutes a scholarly source? Wow can I engage meaningfully with other viewpoints and synthesize a range of ideas? From the Personal to the Academic. Searching for Writing on the Web," may become dated and will likely need to be updated or replaced regularly. I noticed a few URLs, such as on p. These essays are written in a prose style that is clear, engaging, and personable.

Any jargon or technical terminology is explained in careful detail. I was charmed by the wit and intelligence of the material, which I feel addresses students directly without ever talking down to them, offering tools and motivation that invite readers into the ongoing conversation of humankind. While of course there are stylistic distinctions from one essay to the next, as a whole the collection is consistent in terms of composition terminology and concepts.

It fits together into a coherent whole in the sense that it puts forward a framework for understanding composition processes and then follows that arc throughout. The text seems flexible enough that it could work well in a range of first-year composition courses. As a collection of essays with brief apparatus, the text is of course entirely modular. For less experienced teachers, it follows as mentioned above a sensible composition arc, from foundational skills to more specialized issues, so it could be read in order; for more experienced teachers, it would be flexible enough to allow classes to pick and choose the order and kind of essays they read.

While the aforementioned arc of composition skills and concepts the book puts forward is logical, meaning the book's structure is perfectly straightforward, I think some divisions of the material——sections, subcategorizations, indexes? For example, if the arc itself were made more visible since the essay titles themselves don't always explicitly state the essay's pedagogical focus , then the move from foundational skills and concepts critical reading to more specialized issues blogging would be more visible to both teachers and students.

Grouping the essays according to skills might also be useful: The book's interface as a PDF is quite user-friendly: These essays and the accompanying apparatus notes, citations are clearly written and, as far as I could see, free of grammar errors or sentence-level issues. I think I spotted one set of questions with quotes that were formatted with the question mark inside the quotation marks, though the question mark wasn't part of the original quote As such it doesn't seem to speak to the range of students likely to be present in today's composition classrooms.

More explicit attention to prior knowledge what do students bring with them? Perhaps the uniformity is a result of all the pieces in the collection being written by educators from one field or at least scholarly area , who share some commonalities in background and experience? Feels a bit insular. I enjoyed reading these pieces. As I read I found myself smiling, nodding, wanting to highlight passages. Akin to having students in a cooking course read cookbooks all semester but never enter a kitchen.



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Also, I kept wondering what these essays were written in response to: A brief introduction that explains how the collection actually came together would provide some useful rhetorical context. I'm not sure this book is intended to be a comprehensive look at writing. Rather, it is a compilation of essays that's highly modular and flexible. That said, it does cover writing topics about as comprehensively as is possible for this format. I found this book highly accurate, which is rare for a book of this type.

Because so much of the writing process is different for different people and situations, it's challenging to make a book on process that's 'accurate' throughout. This one framed issues in writing in the right way, something that I really like for the composition classroom, where many texts are still in the old mode of talking about 'modes' of writing, rather that 'context' and 'genre,' which is a real strength of this text. My comment above on accuracy applies here. The book is written with an awareness of best-practices in composition pedagogy, encouraging students to think about the rhetorical situation, rather than looking at writing as a process of following rigid rules.

While it varies from essay to essay, the book is overall quite accessible, speaking about complex issues with relevant and easy-to-understand examples. In several essays, I was very impressed with how the writers demystify complex processes; this is exactly what I'm looking for in the comp classroom. It feels a little unfair to judge the book on this parameter, as it is a collection of essays.

However, as a collection of essays, the book had great unity of purpose and vision, and is arranged in a way that makes it flow well for use in composition classes. While terminology is not always consistent, each essay does a good job of situating the reader and helping to explain complex information.

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The book is consistent in the way it simplifies complex ideas and processes into plain language with clear examples. It's a collection of essays, so it's super modular. Also, the way it's presented in the library makes this even easier--you can grab a pdf of just one essay, or the whole thing, and all the pdfs include links to helps students or instructors find the rest of the book. This is one of my favorite things about it. Again, it feels a little unfair to evaluate the book on this parameter. However, as a collection of essays, the flow and unity of approach here is excellent. I feel like if I used this book in its entirety, I would probably change the order a lot less than I would with commercially available readers from the big publishers.

I did not find anything that was insensitive or offensive here. Tactical Data Analytics VI. In the Field VII. What is Big Data? Types of Conflicts IV. The Sides of "May": Knoblock and Patricia Flynn. Plain Language and Compliance IV. Plain Language Techniques V. The Seven Deadly Sins: Duplicative or Unnecessary Services VI. Fraud and Ponzi Schemes IX. The product being ordered is an online subscription product and use of this product is subject to terms and conditions These terms and conditions can be accessed here.

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