4 Put books away when you have finished reading them. Answer only . Reviewed by Cherie Nelson, Instructor, Colorado State University on 11/19/19, The Word on College Reading and Writing, is heavily skills based and does not seem to be informed (at least not explicitly,) by a larger theoretical framework. Perhaps this is one of the best features of the book because all of the content is discussed in a way that a student could easily understand on their own, while. Likewise, I would have liked to see more than just MLA citation style covered--so many students will need APA--but overall, a solid introduction to college reading and writing methods. In a quest to be inclusive, some of the examples seemed forced. I'm planning on delving into these chapters over the first couple of weeks of class to help them have a better understanding of how to read their research! So, it makes sense. The skills imparted in the section “Writing about Texts” – such as reading critically, dialectic note-taking, summarizing, and critiquing, are relevant not only to college composition courses but also to writing assignments in other disciplines. The PDF offers some good features, including the ability to have the text read aloud, the highlighting feature and the note-taking feature. The text is simple to navigate and even rewards skimming for a casual reader simply interested in improving as a writer. Whether you are writing a book journal or a blog online, it is time that you start grabbing a book and read it. the reading-writing connection, and; formative assessment. I have been looking for a book that covers the full range of topics I cover in the reading/writing classes I teach without overwhelming the students with a lot of extraneous information we will not be covering in the class. The content of the text is current and includes real-life examples/exercises and other modes of sharing information (such as websites, videos, etc.) If you begin to feel fidgety, stop, get up, and take a five minute break. Overall, the book should hold up well for several years. Knowledge about pedagogy and language that underpins the program. The authors talk with their audience, not to their audience. It also touches on effective study habits and student success skills.... I found the content to be very up to date, e.g., the information in the citation section on MLA 8th edition requirements. As a reader, and teacher, it is easy to understand what is coming next, and to scaffold from one idea to the next. While the textbook does focus on new methods of information exchange, it does not focus heavily on information-sharing via personal websites, blogs, video poduction and other forms of electronic, internet-based communication on the student writer's part. This makes content easily digestible for those who are still learning foundational reading and writing skills. The text appears to be devoid of inaccuracies as well as any indications of authorial bias. There are also helpful “check your understanding” questions/discussions at the end of each section, which would prove useful if assigning small parts for homework or added discussion. Sign in. The books are ordered from easiest to more difficult for beginning readers. yet also explores various aspects of textual analysis--from sentence and paragraph levels to synthesizing readings. They are nicely self contained and could be rearranged in many ways. The sections of the text can be reorganized in any order based upon the course format and student needs. Both the PDF and online interfaces work well. I liked the real examples of brainstorming, note-taking, etc. The units are well laid out, and I could imagine using the smaller sections in various combinations. In the section “The Body Paragraph: Supporting Your Ideas” in Part 2: Writing, the authors say that good paragraphs contain four sections, separating the middle section referenced in the Part 1 into evidence and explanation separately. I think it is a great textbook which I plan to use in my upcoming composition course. Basic Mandarin Chinese - Reading & Writing Practice Book Audio & PDFs. Author: Tamzin Thompson and Helen Casey. However, it would be easy for an instructor to change the links to accessible articles. Ethnography is a rather unusual genre of academic writing because it com-bines analytical argumentation with detailed, evocative descriptions of the people and communities that are the subjects of the research. a writer) and a receiver (e.g. Sometimes with the open book library I am afraid of students scrolling too fast, or not going far enough, and missing important content. Part 1, which covers Working with Texts, Building Strong Reading Skills, Writing about Texts, and Information Literacy, provides a broad basis upon which students can easily build, and seems particularly useful as an introduction to academic techniques and practices. Section 2: Teaching Reading and Writing 2.1 Introduction 14 2.2 Reading 14 2.3 The Process of Reading 15 2.4 Teaching Reading 17 2.5 Writing 21 2.6 The Process of Writing 22 2.7 Teaching Writing 28 2.8 Questioning 32 Section 3: Assessment 3.1 Introduction 34 3.2 The Reading and Writing … That said, I do feel this book lays out many fundamental aspects of reading and writing for early... Print I Can Read It Book in PDF This qualifies as "non-fiction" because it shares information with emerging readers about penguins. A more in-depth explanation of cultural context would be helpful. but they are superimposed on the text in a way that makes the text underneath more or less illegible All About Penguins. It is also for teachers. I have read extensively on the topic of post-secondary literacy development and did not find anything in this text that concerned me regarding the accuracy of the information based on what is known about how college students develop as readers and writers. I am especially happy to see that the section on Building Strong Reading Skills does not emphasize reading speed. Kudos! The book does a very good job with reading guidance and support, both the work of reading and writing about texts -- much better than most first-year writing texts that I have used (both OER and not). The text uses contemporary resources that appeal to students, such as websites, blogs, and videos. The book covers all of the important features of the reading and writing process, including a few sections, like the one on information Literacy and Giving and Receiving Feedback, which are important to how many of us teach writing but are not often explicitly addressed in such handbooks. I also appreciated the accessible, warm but authoritative tone. ("Th New York times," for example.). Smart readers can become smart writers, and if students have a clear sense of their ideas, their writing is likely to be clear as well. The focus seems to be on what students most need to know and presenting an array... Succinctly and with adequate explanations/exercises/examples, this text covers all the basics. Many of the literary references seem to assume knowledge of U.S. culture: i.e. The relaxed, conversational style of writing makes the text feel approachable. This book is very thorough and includes key elements that will help college students strengthen their reading and writing skills. Check out the library's catalog or our ebook collection to find more resources. The chapter layouts are also consistent, which helps to contribute to the easy of using this textbook. There is consistent use of "you" and a lack of jargon or technical language. Beginning the section “Tone, Voice, and Point of View” with an example of a greeting, “Yo! read more. The text is split up into two main sections, beginning with a discussion of how students can develop reading skills, something that wouldn’t be appropriate for an upper-level composition course, but provides a nice foundation for students entering the writing classroom on a college campus for the first time. The writing throughout is very clear, as one would hope in a writing textbook, lol. I read the book on my (smallish) Samsung Galaxy cell phone, just to see what the reading experience would be like on a small screen. Content is what a student writes. It is user-friendly, easy to understand, and gets the reader engaged in the text. This text provides a solid introduction to both the reading and writing skills that students would need as they begin their university studies. Strategies for teaching your students to read and write whole texts. One of the strengths of this book is that it would work equally well as a complete text or divided into smaller units. Special sections teach how to be a successful college student, and the accompanying video program sets the stage for each unit's topic. The sections are short; many are just 1 to 3 pages long. You'll find a healthy dose of white space between chapter headings and content. Reading and Writing Little Books . The Cambridge English: Key Reading and Writing paper has seven parts and different types of texts and questions. This book appealed to our department because our former textbooks were essay anthologies and not a book dedicated solely to writing. I like that it keeps a tight focus on these basics, and doesn't try to do everything (ie, it doesn't get deeply into research writing or argumentative... Not only does this book provide a comprehensive coverage of the entire subject of the differences between high school and college reading and writing, it also gives examples, short discussion questions, and quizzes to check comprehension. The “Resources for Working with MLA” and “Creating a Works Cited Page” appendices offer condensed, clear instructions with easy to understand annotated examples. Educators today know that young adults are especially vulnerable at the traditional college age, and some studies have shown that such a simple thing as using a student's preferred name or pronouns can reduce suicidal ideation in teens. COURSE OBJECTIVES • To assist students develop good reading-writing habits. vitally important to learn reading and writing skills even if you already read the Qur’an. Overall, this text would be very useful for an introductory reading and/or writing class for college freshmen. This book appealed to our department because our former textbooks were essay anthologies and not a book dedicated solely to writing. So this is not just p.c. The text focuses first on developing strong reading skills, which is a necessary skill if one is to become a stronger writer. This text does a nice job talking about the skills necessary for a beginning writing class. (And the print-based book provides instructions for how to find these readings using a web search.) Much of its material is well suited for developmental reading and writing courses. I found the book to be a very easy read - the language used is clear and concise and, most importantly to me, there are a lot of examples! There are not many (if any) places where the text contradicts itself or gives information that a student wouldn’t understand in light of the content that precedes it. I'm looking for a primer of sorts to use to remind my upper-level students of the basics of writing and research for their capstone project. The reading selections taken from a wide range of fields, writing outputs, and other activities are relevant to their experiences as young, 21st century Filipino learners. x Teaching Reading in the Content Areas The authors of the second edition of this book had plenty of data showing Brian to be a typical student. Oxford Primary Skills Reading Writing. Be careful though. Occasionally the text refers readers to the glossary for further information but no such entry appears. The discussion on pronouns is current. Explanations and examples are clear and useful. It appears as though the author has conducted extensive research in order to give many different examples on the same topic. Writing: 1 hour 30 minutes Candidates have to show that they can produce two different pieces of writing: a compulsory essay in Part 1, and one from a a dentist an octopus the theatre a newspaper a fork a knife an umbrella Christmas a secretary a journalist stripes a tent a spider a diary a stamp This animal has eight arms and lives in the sea. For instance, in the section titled "Read Efficiently," the last paragraph suggests that a learner should "Keep reading until you’re done. As the writers themselves state, this is a "use-it-as-you-need" kind of text. I also found that the images of different pre-writing strategies (in the "Strategies for Getting Started" section) added some visual clarity, as well. It does present people of different races, cultures, and sexuality, though I am not sure if it is equally representative of presenting people of different abilities. Perhaps the greatest strength of this work. THE WORD ON COLLEGE READING AND WRITING provides a strong overview of the reading and writing process for, in particular, a target audience of freshman- and sophomore-level college students or those attending a community college. Reading and Use of English: 1 hour 15 minutes Candidates need to be able to understand texts from publications such as fiction and non-fiction books, journals, newspapers and magazines. Culturally responsive images/photos are used in the exercises/activities of various sections that pertain to ethnicity, gender, age, etc. As stated, the topics are organized with a focus on reading first (about a third of the text) then shifts to writing (with longer section for each new term/approach/technique). The text is thorough in its exploration of the reading and writing connection. Since this book appears to be written for a first year student, some of the material can even be assigned as a review for most writers coming straight out of high school. Strategies for managing learning. The book is written in accessible language that students can easily understand, and uses a more casual tone than the typical textbook, in an attempt to seem less formidable to students. read more. Choose the correct words and write them on the lines. That's fine, but I wouldn't have minded a more novel approach. Part I gives advice on building strong reading skills, provides methods of effectively writing about texts, and notes the importance of information literacy in the modern workplace. I think that this book will continue to be relevant with little need for updating for the foreseeable future. There are a number of internal links, but they are not treated as central to the point of the sections in which they appear, and there are very few moments in which the text refers to the content of other sections -- and none in ways that would make it difficult for a student to follow. However, the navigation of this book seems to be one of its strengths because it’s not afraid to leave white space, which helps signal a new topic is up ahead, compared to some other online texts that try to group too many topics onto one page. The rhetorical content is pretty timeless, while the examples like links to external websites for reading or exercises are contemporary--but would be easy to update. I enjoyed the simplicity of different parts of this book because I felt like it could reach even the most basic of audiences, while still holding them to a high academic standard in terms of content. Also consistent throughout the text was a tone of respect for the student endeavoring to earn a college degree, which I liked a lot. The PDF does not label all pages, so helping students navigate to different sections may be challenging. • Shared book reading to groups of students using Big Books is an effective instructional strategy that introduces books and reading to children, while encouraging them to talk about what is being read. The Appendices and the Glossary are useful. Some inclusiveness seems forced: i.e. Flyers Reading & Writing 3 Part 1 (10 questions) Look and read. The eBook interface is intuitive and easy to navigate, with attention to visual accessibility (i.e., an always-present option to increase font size). %���� Longer sections, such as “Finding Quality Texts” which clocks in at over 3,000 words, breaks up the text with headings and bolded key terms and ideas. This text is quite up-to-date. No instances of culturally insensitive or offensive material were found. The topics presented within the text are done so in a logical way, first discussing reading skills, strategies, and concepts before moving into writing about reading to moving into writing texts as a whole. The glossary is limited and does not include links to the original context. • Show your child how you begin reading on the first page and turn one page at a time. The interface is excellent. There are occasional typos, but, overall, few mistakes. The book is in no way culturally insensitive or offensive, though its major focus is not on issues of ethnicity or diverse background. Some language and references may not be easily accessible for ELL or students with limited exposure to reading and writing language. read more. I liked both the PDF and online version. The word choice and the sentence structure add to the feeling of accessibility. This Level 1 (A2) Reading and Writing Student's Book prepares students for college classes by developing their critical thinking, reading and writing skills, including grammar for writing. What makes this text stand out are the first two sections "Working with Texts" and "Writing about Texts," which provide students with clear strategies for becoming better readers and thinkers. The text contained no grammatical errors that I noticed. What is KET? I would also have appreciated more "Check Your Understanding" exercises and a more frequent use of examples as well. This book uses Dolch sight words and is a kindergarten-early grade 1 level reader. The Word contains links to recently published essays about things students might be interested in, such as food and technology. Vocabulary is used consistently throughout. Reviewed by Lisa Suter, Assistant Professor of English, Metropolitan State University of Denver on 3/6/20, I don't think that the word "comprehensiveness" is easily applied to subjects as capacious as reading and writing, frankly, but there is a great deal of useful materiel covered here for students new to analyzing and creating college-level texts. stream Reading is an activity with a purpose. Which of these uses of that sentence would be a correct way to use it as a quote in my own essay?" Because of the way the book is organized, with each section divided up into chapters and pages with subheadings, it seems like minute changes to keep the information up-to-date would be easy to implement for the publishers. The text is well written and free from grammatical errors. More of these may be helpful to the student. Literature and articles cited represent a wide range of writers. It moves into annotating and taking notes, and then reflecting on what you've read to discover the author's message. Reading development involves the participation of children, parents, edu-cators and the community as a whole. An instructor could easily supplement when necessary. In the examples, most races, genders, and classes are represented. To download all MP3 and PDF files from Dropbox, click HERE. Writing a book is a long process, and we wish to express our gratitude to those who have helped us along the way. I will probably use the chapters out of order though because of my audience (upper-level students) and the assignment (capstone project). • Class dictated stories make use of children’s oral language in structured reading and writing activities with the help of the teacher. I'm looking for a primer of sorts to use to remind my upper-level students of the basics of writing and research for their capstone project. I certainly wouldn't call the book "insensitive" or "offensive" by any means, but I found the textual examples lacking in diversity. There are explanations of elements of common assignments (e.g., summary, critique, argument), but they are embedded and without an index, it would be hard for students to find those sections. Explanations are clear and engaging, and the hyperlinks connect to thought provoking, relevant texts that effectively demonstrate concepts. READING AND WRITING SKILLS 3 MAP OF THE BOOK MAP OF THE BOOK 7. In addition to the explanatory material, the text includes appendicies, a glossary, and numerous exercises for students to complete. For the most part, this is done well. You can also try searching for a specific topic related to academic reading and writing, such as vocabulary or grammar. <> Intended to be a useful resource for those who design or admin- The Glossary includes current terms such as zine, OER’s, and intellectual property. But the literary focus was not as predominant in Part II. The text is mostly neutral in its presentation. A couple interface suggestions based on my reading of the text in pdf form: The remainder of the textbook gives instruction in writing by explaining why we write, considering audience and purpose in writing, understanding the writing process, and citing sources correctly. Much of this textbook presents time-honored rhetorical information on reading and writing strategies that will change little despite the influence of technology on information delivery. Because the book primarily focuses on the development of skills rather than content, it would be relatively easy to implement. The section in “Information Literacy” that provides detailed guidelines for a variety digital literacies, from Creative Commons to BiTorrent, is particularly useful. For example, the statement is often made that drug abuse is a medical problem instead of a criminal justice issue. 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