If there had been a few mistakes, I would still use the text as a resource. I would definitely have like to have seen more examples of the races, ethnicities, and backgrounds I encounter in class; most of the examples used were extremely neutral and reflected a very narrow strata of society. While this portion is extensive, I found the chapter on rhetorical modes... The text is divided into chapters and sections. This playful font is difficult to read (see p. 233). It is consistent. a huge book that covers just about everything a professor would want for any level writer. Each of the chapters follows the same structure. The book contains all sentence, grammar and mechanics concepts that are essential to teaching students to recognize and repair sentence-level errors. A few minor aspects -- for example, the author writes: "A good paragraph contains three distinct components: a topic sentence, body, and concluding sentence." Reviewed by Christy Moore, Associate Professor, Marian University on 3/27/20, The text is VERY comprehensive. However, while the book does have a short section index at the beginning of each chapter, a comprehensive table of contents at the beginning, or even an index at the end, of the book would go a long way in making this work more easily accessible to the everyday user. read more. Imbedding some sentence-level concerns into the chapters on paragraph or essay writing helps students to see the relevance of the sentence-level instruction. asSmithsonian Magazine orNature from page 434

The text is direct and clear. Writing for Success is quite thorough. The lessons are presented very clearly, and the practice exercises are easy to follow. Throughout the text, there is a combined focus on writing for academic purposes and writing in the real world. The book is designed in a way that makes it easy to update specific details and examples. The text appears to have no grammatical errors. Reviewed by Mary Sylwester, Instructor, Portland Community College on 1/7/16, This textbook is amazingly comprehensive--probably more than any teacher actually wants. Each section is very well developed. Each chapter has a framework that is consistent; there is review at the end that is helpful and exercises for the student who wishes to practice what has been covered in the chapter.


These chapters could provide a great introduction to or review of the basics of English grammar, as well as the metalanguage needed to talk about grammar. The chapters have clear learning objectives, subtitles and exercises for practical application. Particularly impressive is the amount of detail given to the sentence, paragraph,... This is an excellent resource-well structured, user friendly and easily adaptable. Finally, there is no index, glossary or works cited sections at the end. Including Learning Objectives at the beginning of each chapter is helpful, allowing easy alignment with course objectives; the “key takeaways” at the end of each chapter are also helpful.

That could easily spiral into a hurtful and insensitive writing exercise. It would appeal to a wide variety of students, from beginning to advanced and is arranged in order of increasing difficulty. There are references to prior chapters, but the text doesn't assume that students have read the text from front to back. Although an instructor could easily focus on specific chapters based on the level of the class and needs of the students, the effort to be comprehensive led some areas to be overly simplistic and basic. With a decade plus teaching college Writing and Reading, I feel the book is accurate in the sense that it covers what students actually need. This book is accurate and thorough. It is designed to support process- or modes-based courses, but it can also be easily used in smaller chunks to support other approaches to first-year writing. The book starts with some discussion of how college writing is different from other forms of writing—setting up that distinction provides realistic expectations and contextualization for beginning college-level writers. At first I thought it would be better organized by integrating the writing samples in the last chapter into the instructional chapters, but ultimately, I found that grouping the types of content (grammar in one area, writing instruction in one, samples in another, and so on) made accessing content easier--especially because they are also cross-referenced within the chapters. Chapter 4: Working with Words: Which Word Is Right? Table 8.1 is great! I found the content to be accurate, error-free, and unbiased. I located a few interface issues in my reading of the text: On p. 238+ the text keeps referring to underlined topic sentences, but they are not underlined. However, there are a couple places where the labeling of grammar items seemed incorrect or inconsistent to me. I was especially impressed by the links to Chapter 15 examples (those that worked); there were blogs, poems, and magazine articles. Overall, I found the writing to be very effective—definitely student-friendly yet not patronizing and still sophisticated. The book is extremely comprehensive, beginning with the concept of college writing, moving on to writing basics such as sentence structure, punctuation, and paragraph structure. This text provides a comprehensive overview of writing. Reviewed by Michelle Robbins, Instructor, Portland Community College on 1/7/16, Writing for Success includes all the topics I cover in a developmental writing class, plus a large chunk on research papers. It is very relevant. However, the example I gave drew from several different areas of the textbook. Similarly, whereas I appreciated the texts emphasis on writing as a process, Writing for Success does not really highlight the idea that writing can also be a process of discovery for the student. Each chapter has the same features, so students know what to expect. The brief bits on “collaboration” throughout the text could be deleted—not developed enough to be useful. While some professors will find the one-source stop helpful in reducing textbook costs, many students will be overwhelmed by the sheer breadth of information.

It covers strategies for success in college, reading, grammar, spelling, drafting, revising, thesis statements, and various rhetorical modes. The text generally follows the established approach to teaching writing, so its discussion of research writing, for example, includes sections on topic selection, planning, conducting research, organizing ideas, drafting and revising. For a native writer, distinguishing between these two different structures might not be crucial since the point here is fixing the fragment error. The last chapters (11-15) are dedicated to researching, writing research papers, presenting those papers,0 documenting sources, and providing sample essays in the different rhetorical modes. Reviewed by Kimberly Gutierrez, Assistant Professor of English, Bismarck State College on 1/7/16, One of the classes I teach is a freshman composition writing lab that focuses on sentence level errors and sentence clarity. There isn't anything confusing about it. As I read through chapters 1 - 3, I was concerned that the text was almost too basic to be used with college freshmen, but as I reflected upon this, it dawned upon me that I cover some of the same concepts in the first week of class based on a writing and editing assessment. Aim is clearly to encourage non-English/Writing majors. The content is up-to-date and relevant. As stated above, I would recommend an overall reorganization of the text, moving chapter 8 (writing process) toward the front, for example, while moving chapters 2 (sentences), 3 (punctuation), 4 (words), and 5 (ELL) toward the end--to emphasize higher order concerns, first; lower order concerns, second.

Clear exercises teach sentence and paragraph writing skills that lead to common English composition and research essays. The comprehensiveness of this text is very impressive. Some of the exercises and examples may become obsolete if there are any major technological changes in our society (for example, if email is suddenly abandoned in favor of something else.) Writing for Success is a huge book that covers just about everything a professor would want for any level writer. A better use of white space, illustration, font changes, bullets, and color in the design would make the text more visually fluid and more readable. I see no evidence of inaccurate, erroneous, or biased content. I felt this text was accurate. So it essentially avoids the topic, which is insensitive in its own way. At 600 pages, it covers so many aspects of college writing, from grammar to essay writing to creating presentations, that pieces of this text would surely be useful for a wide variety of...

I enjoyed reviewing the text and plan to assign a few chapters to my online writing students. This textbook was easy to navigate. This is a large omission and could be easily corrected: hire a grad student to do it as a summer project. Typically, and I would argue more logically and appropriately, these localized writing matters should appear in the back of the text for easy access and reference. The text does references previous and upcoming chapters frequently, but I think this still works fine.


The text was not culturally insensitive. This is generally a well written textbook. This allows for peer-peer engagement, development of interpersonal skills, and promotion of critical thinking skills. For example, the sections devoted to grammar and mechanics, the writing process, and rhetorical styles may need little or no updating, while over time, the sections devoted to research writing (e.g. There is little or no jargon. The book uses a consistent framework that includes learning objectives for each section, discussion/explanation of the material, exercises that allow students to practice what they have been reading/learning, tips to make difficult ideas more accessible or reinforce messages, key takeaways to reinforce the learning objectives for each section, and a writing application. The content appears accurate and error-free. The text offers an extensive section on study skills (in chapter 1), which seemed misplaced in this text—unless it was modified to address study strategies for a writing course, specifically (for example, rather than models of lecture “note taking,” how about models of research note-taking in chapter 11; and instead of comparing general high school and college assignments, compare writing assignments specifically). Maybe a bit simple for freshman writing, but I would consider using it in a comp 101 course and supplementing with my own materials. The text covers all its bases, from success and study skills for new college students to draft, revising, writing, and presenting a research paper. A quick skim of the online Table of Contents is all that is needed to understand the organization of the text and its major sections. Quite accurate in terms of the information provided. 2) The learning objectives and tips in the text are set off in a light gray color that is easy to miss while scrolling through the pages; the blue and green colors chosen for the exercises and key takeaways are much easier to see and read. The textbook's explanation of grammar and sentence construction certainly seem correct, as does their advanced lessons such as developing and revising a thesis statement. It covers grammar and constructing paragraphs and essays in a comprehensive manner. Whether you use PQ4R or some other study technique, the key to success is to become familiar with the material you are studying. The first chapter provides a good introduction to writing in college, which includes a comparison to writing assignments in high school, along with more general advice on succeeding in college. The four academic purposes in Chapter 6 should be obviously highlighted at the beginning of the section rather than listed in the middle of the paragraph without emphasis (p. 217). The text clearly walks the student through the writing process and introduces the major rhetorical styles students will... For instance, he is sure to link to articles arguing both for and against the use of torture. This text has great longevity. The text also effectively walks the student through the process of writing an essay in chapter 9 and discusses the rhetorical modes in depth in chapter 10. Throughout the comprehensive span of the textbook, I see no departure in the terminology or the fairly conversational style of communicating information. For the “tips” offered throughout the text, it would be helpful if they were labeled in some way (e.g. The research and citation sections are more-or-less current. I had no issues. Exercises are integrated in each segment. Individual chapters include check-in questions and, in most cases, suggested activities for students to complete as they read. The text is clearly presented with headings/subheadings, but including more images may make the text more engaging for students. I was so happy to also see the section entitled Writing at Work included, as I have not seen similar content in many writing books. Each chapter contains purpose statements, tips to help students, workplace writing situations, key takeaway summaries, and end of chapter quizzes. I would like to see 3 to 5 page examples - approximations of what I will be expecting my Comp 1 students to write. The structure of the book implies that students can “learn” elements of a sentence and then easily apply that to their work. Chapter 9: Writing Essays: From Start to Finish. I haven't found any errors or content that struck me as biased or inaccurate. Writing comes across as objective. What I look for in a writing text at this level is flow from simple to complex: word placement and part of speech up through essays. It contains good information for first year writing students. The text is broken into clear sections. Since it is a writing textbook, I was gratified to find that the grammatical structure and use was very accurate. In particular, a text's sample essays plays a crucial role in my overall satisfaction, as I expect to see culturally relevant essays that may resonate with my students. The material devoted to grammar, punctuation and usage is well organized and fairly thorough. I will be using this book in modules for different writing classes. 355 asks students to make a student for, in part, 'abortion' and 'racism.' Beyond that, in this section the author clearly explains different types of paragraphs, and provides a clear and detailed description of concepts such as analysis and evaluation. It opens with a Preface then jumps right into Chapter 1. Otherwise, students tend to let the sources speak for them instead of truly conversing with the sources (which is what I would begin to expect of college level students). 8. he tribes in the study live in urban areas. The sample essays are in the last chapter in the book, which could easily be updated with newer essays. The book is good at putting each section together. There is no table of contents at the front. There are a few poor design choices. With its incremental approach, it can address a range of writing levels and abilities, helping each student in your course prepare for their next writing or university course. I was surprised to find this textbook to be a very comprehensive writing handbook. It not only covers grammar and sentence structure, but also devotes a lot of time to the topics of college writing, the writing process, writing techniques, and... read more. I believe it would be difficult to get all the way through the text in one semester. There is a consistent framework in each chapter: learning objectives are listed, information is presented with tips and examples, and the information is summarized in a "Key Takeaways" box. The text can be easily updated because of the modular organization. Overall, this is a comprehensive book with many valuable chapters. This book covers the classic writing assignments found in a typical college classroom, but it does not dive as explicitly into emerging forms of writing. However, the textbook covers a wide breadth of material relevant to a first-year writing class, ranging from basic discussion and tips to help students succeed as college-level readers and writers to sample essays employing a variety of rhetorical modes. Writing for Success is a thorough text encompassing all aspects of the writing process. I've used another textbook with a similar element (a group of first-year students who share their struggles and successes). Chapter 11: Writing from Research: What Will I Learn? This resource is useful and friendly, although it is very long. Navigation was easy.


These exercises are especially helpful if you incorporate group work in your course. read more. There is no jargon here. WRITING FOR SUCCESS has extensive depth and breadth. In between, the textbook is thorough in its explanations and rife with exercises concerning grammar-related instruction and essay construction. The layout and structure is simple and clean. Everything is well defined, though I do think more examples and samples would be nice. From the building blocks of language/grammar/usage to the writing process, essay assignments, editing, and finally formatting. An essential guide to successful writing at university. The attempt to include a pseudo student to shed light on the subject is sometimes helpful (Mariah, Chapter 8) but sometimes forced and not developed enough to be useful (Crystal, Chapter 1). Because the text attempts to cover so much in a single volume, much of the information is offered at a surface level without the depth necessary for the content to become memorable and meaningful. Within writing, it covers grammar, mechanics, paragraph writing, essay writing, ELL troublespots, and even documentation. The text is easily readable, but I find that the layout of the pages can cause the text and sections to run together. This book strikes an excellent balance between communicating important concepts and terms without being overly technical. The text is primarily focused on grammar review and would be an appropriate text for a development writing course. The two outstanding contributions added to this rhetoric are1) the lengthy socioemotional introduction to college level work and challenges and 2)the concern with incorporation of these wkills into workplace environment. read more. The book is generally free of errors. Throughout the text, headings/labels can be difficult to distinguish from one another, making it challenging to follow the hierarchy/logic of the text. The text appears to be consistent in terms of terminology and framework. I’m not sure how well the text would work if assigned from start to finish, but I can see how instructors might select specific chapters for a specific purpose.

read more. MLA and APA citation and formatting would need most often updates. It can and should be revisited later, but to wait to this point could be detrimental to the paper. their real world professional work -- a connection that is sometimes difficult for them to make, especially for the traditional college-aged students. I will definitely use these chapters in my classes. Chapter 5: Help for English Language Learners and Chapter 14: Creating Presentations are useful additions to the text. Grammar, vocabulary and punctuation can be in a reference section of the book. The Student Success series are essential guides for students of all levels. Otherwise, I have found this to be an excellent resource that introduced students to the academic culture. read more. It then transitions from the writing process to the essay, the types of essays, and research papers. Ideas for active studying include: Create a study guide by topic. Based on the fact that this text covers English grammar and writing at an acceptable level for a college student, the material is very relevant and should remain that way quite easily. I think there should be a Learning Style quiz embedded or linked to when discussing learning styles for students. The sample student writing on 361 is or will be dated, but if you're writing about tech, it's going to be. The examples used are culturally sensitive but mostly bland in a way that makes them forgettable and unimpactful. One glaring omission is fragment and run-on work. I don't think it is the most engaging, exciting design in the world, but perhaps that is not the goal here. Would have liked more regarding paragraph transitions and implementation of both topic sentence and paragraph transition sentences for students. Reviewed by Katie McCurdie, Instructor, Portland State University on 1/7/16, The comprehensiveness of this text is very impressive. One standout in this area is a complete chapter devoted to second language learners, which is quite useful for this population. At the same time, it also did not address issues of language that relate to culture or gender. The main pieces of information in this text that would need to be updated are the APA and MLA style guides; however, both guides follow the most recent editions. I will pull materials that I need for my specific writing-intensive course. Page 531: The discussion of the URL vs. DOI is timely but may become irrelevant. The book is very consistent. The paragraph on p. 38 that lists all chapters seems unnecessary and overwhelming. Contemporary technology is referred to and can be added to by interested readers. seeChapter 6 on page 368.

In other words, it seemed as though it was well meant, but not sufficient or clear. All of the Tips for Writing at Work are in a grey box. This text follows that format beautifully. It would seem to be a topic that could use its own chapter. Although an instructor... Creative Commons Attribution NonCommercial ShareAlike, [Author removed at request of original publisher], University of Minnesota Libraries Publishing, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Writing for Success covers all aspects of reading and writing, while also incorporating grammar review, and providing help for English learners. When one becomes familiar with how the material is presented after the first chapter or so, it is comforting to see this same format followed throughout, making the information easier to read and comprehend. Context was also provided for any specialized language. I would definitely use this book in my basic writing class. I was unable to click it and go to any links (which were typically references to other chapters within the text, so it wouldn't be impossible to locate those items - just tedious.). To my eyes, there are some inconsistencies in terms of the framework and the message of the text. Much of this text's early chapters would serve as much needed review and guided practice for students, since more so than other texts I have used, this one provides in-depth coverage of basic writing skills. Allow me to restate from above: on pg. While an instructor can direct his or her students to specific sections with the appropriate PDF page number, the student user would not be able to discover specific information in the text efficiently right off hand. It is arranged in such a way that any necessary updates should be quite easy to implement.

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