College english composition pdf free download

Correct Answer: D. Explanation: When you are using formal language, it is important to remember NOT to sound like a thesaurus! Many possible answers. Choose a side and write your point of view. Explanation: This question doesn't have one single correct answer, but should demonstrate your ability to think logically and structure a grammatically correct answer.

When a student is using a cell phone, he or she is not paying attention to the teacher. They also may be distracting their neighbors through their cell phone use. In both cases, the student is not learning about the lesson being taught. Texting on a cell phone may seem acceptable because it doesn't make a lot of noise, but when a teacher is trying to teach a lesson, he or she is looking around the classroom to make sure everyone is paying attention.

When a teacher has to stop the lesson to tell someone to put away a cell phone, that is very distracting to everyone. While quite short on the study side of things, the official CLEP book is the go-to final practice test.

Since this is the only official practice test available, I normally use it as my final spot check before taking the test. REA offers a great combination of study guide and practice questions. The Multiple-Choice portion is divided into four areas:. Essay Section Modular Only The Essay Section requires students to respond to two essay prompts; however, the topics are not known to the test taker beforehand.

So, are you ready to test the waters? Take this practice quiz and judge your preparation level before diving into deeper study. All test questions are in a multiple-choice format, with one correct answer and four incorrect options.

The following are samples of the types of questions that may appear on the exam. Question 1: Which sentence has a consistent point of view?

Question 2: Which of the following is a rhetorical appeal? All of the above Explanation: The rhetorical appeals are based on an old, Greek dude named Aristotle. Question 3: Which of the following is a method of formal documentation? Audience, tone, and purpose Explanation: Anytime you are getting ready to write an essay, you really have to think about who it is you are writing for audience because you want to use the right tone conversational or formal.

Question 6: Choose the sentence that is written correctly. Question 7: Choose the sentence that is written correctly. Question 8: Choose the sentence that is written correctly.

Question 9: Which of these sentences would be a good thesis statement for the following essay prompt? I see numerous efforts throughout to make readings and examples relevant and accessible to students, and the authors also integrate a variety of useful charts and diagrams for students who prefer to think graphically.

In a few places, I did have a few concerns about clarity. In the chapter on argumentation, for instance, some of the distinctions made between different types of argument seemed to specific or arcane to be particularly useful to many English and English student. While distinguishing between inductive and deductive reasoning is very useful, for instance, distinguishing between "rhetorical argument" and "academic argument" seems a bit superfluous for the target audience.

While that particular section is short, it distracts students a bit from the major issues at hand. While the text generally lays out clear steps--the diagrams that outline writing processes are particularly nice--a few of the lists of steps seem somewhat cumbersome.

In the Critical Reading chapter, for instance, the number of steps may be intimidating to many students. The textbook is consistent throughout; I noticed no disparities in the use of terminology, for instance. While the chapters themselves are long, they include useful divisions throughout, all of which are hyperlinked from the menu. It would be easy for an instructor to hyperlink only certain sections of the chapter for use in class. The sections seemed to stand quite well independently; it would be easy, for instance, to read the chapter on the writing process before the one on argumentation.

Generally, the book's organization is logical and in keeping with the typical flow of college composition textbooks. The only major exception was the chapter on the writing process. I'd at first thought that the editors had placed the chapter on argumentation first because it might cover issues like thesis and topic sentences, but that isn't the case;those topics appear most clearly--and, importantly, most accessibly for student writers--in the section on the writing process.

I did feel that following the textbook in sequential order would result in students writing an essay before they'd been fully prepared to do so. I would be more inclined to place "The Writing Process" immediately after "Critical Reading," then assign the chapter on argumentation immediately before the discussion of the research process. That being said, however, it's easy to separate chapters into their component sections and assign them to fit smoothly within the broad structure of the course.

The text's interface looks really strong. I particularly liked the way that the text integrates links to a variety of media, including YouTube videos, to help student readers further explore concepts that they find either interesting or difficult. The textbook appears to me to to be inclusive, and I didn't observe any issues with cultural sensitivity.

Both issues are important to me because my college's student body is very diverse. It's worth noting that I'd originally considered assigning this textbook for a developmental class, but I think that it's pitched too high. It would work better in the regular freshman English sequence.

This text outlined all basic steps to the writing composition process, and then some. The entirety of the traditional writing process was outlined, from reading to brainstorming to organizing to drafting to revising and proofreading, but it The entirety of the traditional writing process was outlined, from reading to brainstorming to organizing to drafting to revising and proofreading, but it acknowledged that these stages can change order or recur; it just depends on the student.

It also provided a thorough look at citations in different formats. Besides a few intentional incomplete sentences I believe constructed as a colloquial mechanism to relate to the pedestrian reader , the book was accurate both in content and in style. This text is absolutely relevant to our era, and looks ahead to where we are going. It makes explicit the significance of writing in many different spheres, including social media posts and cover letters for resumes.

This ubiquitous applicability ensures that the student may readily connect lessons to his or her everyday life. The clarity might be what I appreciated most about this book.

Some texts leave the student to infer their meanings, but this one made lessons crystal clear. In its clarity this text is also widely accessible, which is significant for students whose first language is not English or for whom high school English classes did not provide them with an adequate introductory education.

Overall the clarity of this book makes it ideal for teaching in first-year college composition courses. This book was certainly consistent. There were no surprises in any chapters, and students can follow along easily where the book is taking them.

The modularity is another thing I really appreciated about this text. Having sections with subsections makes it easier as an instructor to reconfigure reading assignments and construct a lesson out of several different but relevant subsections.

Also each section was a feasible length so that different lessons could be combined without the reading assignment being too time-consuming. Organization can always be improved, but the way this text presented its ideas was logical and clear.

Readers can follow along easily without getting lost or needing to reference back to other sections. As mentioned previously, the grammar and syntactical structure of this text was 'correct' for the most part. There were a few instances of incomplete sentences or colloquial expressions, but those were likely intentional as a way to underscore a point or relate to the student reading. This book was not culturally offensive.

I am hyper-aware of those kinds of instances wherein an implicit cultural bias is made, and I am always looking for those instances - whether consciously or not. This text did not raise any alarms. Overall this text was both accessible for students and moldable for teachers. It covers the basics of writing composition in college and demonstrates not only that anyone is capable of writing, but also that everyone is already writing in some way in their lives.

It was crystal clear in communicating the processes of reading and writing, and also covered the ever-important topic of citations quite thoroughly. With a plethora of examples, this text illustrated the different shapes writing can take, and the different mechanisms writers can choose to employ.

Ultimately, this text is thorough in content, accessible in style, and organized in such a way that an instructor can make it her own. This was quite comprehensive for a general overview of Composition. The authors don't get too deep into any given style of essay, which is helpful for instructors designing their own courses as it would allow them to build off of the general The authors don't get too deep into any given style of essay, which is helpful for instructors designing their own courses as it would allow them to build off of the general examples.

It also covers the Research Essay, which is key for any comprehensive Composition guide. The authors took obvious care to write an accurate guide. There are a few instances that are accurate, if brief. The grammar chapters, for instance, are helpful but not overly detailed. This makes it helpful as a reference or starting point, but may not address all of student concerns. However, this would just require instructors to supplement, as all the information is accurate.

Good writing is somewhat timeless, even as language and styles evolve. There is a lot of discussion of process, which is the timeless aspect of good writing.

Students need to be encouraged to work through the act of writing, not get hung up on a perfect finished process. In this sense the book is very relevant and helpful. The authors make an evident effort to be clear and direct in the writing. It is definitely accessible to a wide range of readers.

Additionally the authors take time to define words and ideas for students. For example, when discussing style they take time to explain "denotation" and "connotation" which are great concepts and vocabulary! Very consistent! In addition to a similar tone and framework the book also includes many familiar listing techniques and terminology that is common to other Composition books out there.

Like many Composition books this textbook follows the general outline of a Composition course. It starts at the beginning of the writing process, discusses drafting, then editing, and includes the Research Essay at the end of the book. These are broken up into smaller sections which would be easy to break down and assign. Generally the breakdown makes the most sense along the chapter breaks, as the chapters are clearly designed to be read in whole.

As noted above it follows an organizational pattern very familiar to Composition guides. Nothing ground breaking, but that's for the best. I had no trouble navigating this book, and appreciated the use of simple and relevant images when they were included.

The glossary and index help with the navigation as well. Luckily the grammar is great, or it couldn't serve as a resource for those still learning grammar! Because the language is straight forward and clear there are no accidental insensitive or offensive comments included.

There are modern or current references, so it doesn't feel like students are reading dated work. This is an excellent overview of Composition. It would require supplemental material and examples, I believe, but gives an instructor a very comprehensive basis to build off of.

This text is an excellent and conversational approach to college writing. It covers all the necessary topics, from styles of writing to grammar. The examples it uses are interesting and current, which makes it easy to read and follow. The glossary The glossary in particular is quite effective! I also thought the explanations on logos, ethos, and pathos were well-defined for this level of writing student. Nothing concerning in terms of accuracy and bias. This text could be adapted to suit any number of college composition courses.

Subject-wise, this book could be timeless. Some of the examples used like in the grammar explanation chapters were references to current pop culture events and figures. This could be something edited and shaped in future editions. Very clear, very straightforward writing. It felt accessible, and it was written in such a way that might make a student nervous about writing feel more comfortable.

The conversational style was a strength of this text. Terminology and framework were acceptable. Some chapters might have benefited from explanations or activities to help boost students' understanding especially in sentence types in the grammar sections.

Short, specific chapters that were easy to follow. I would definitely consider assigning portions of this text as supplementary reading for an online class, for instance. The entire book is presented in an easy to read and follow fashion. The graphics are a nice touch that give it a bit of fun and personality, too. I read this text on my iPad, and I had no trouble navigating through its entirety.

Clear, streamlined writing that looked nice on the page. Yes, this is definitely true--one example made mention of Trayvon Martin and Black Lives Matter in sample paragraphs. Others used songs or celebrities as subjects of sample essays and paragraphs. It felt relevant to this current era, and I think students would be comforted by how relevant it is. I really liked how accessible and friendly this textbook seemed to me as the reader. Clear, specific explanations go a long way to make the writing process less of a mystery and more engaging and fun.

The text includes pertinent content regarding writing processes and modes of writing. While it does an adequate job of explaining concepts regarding argumentation, the text neglects to provide logical fallacies specifically ad populum in Comprehensiveness rating: 3 see less. While it does an adequate job of explaining concepts regarding argumentation, the text neglects to provide logical fallacies specifically ad populum in explaining methods of persuasion. Furthermore, some example essays in Chapter 7 lack the sophistication which is required in college-level assignments.

Commentary on more challenging modes such as rhetorical and literary analysis, as well as research-based persuasion, seems underdeveloped. The text lacks an index but does include an extensive and informative glossary.

Overall, content concerning rhetorical strategies and writing style is accurate and informative. Overall, the content is contemporary. A few examples which do pertain to the targeted age group may become obsolete within a few years. Yet, these examples should be relatively easy to update as they are isolated. The authors avoid using advanced academic jargon. Terminology concerning the writing process is easily accessible to beginning composition students.

Writing style is straight-forward and even conversational at times. While the use of quoted material is not consistently formatted throughout the text, authors do use terminology consistently. The text includes helpful links to online resources.

This problem would be remedied if hyperlinks opened supplementary material in new windows. In addition, I discovered at least one invalid URL. Usability could also be improved by linking chapters on the table of contents to their corresponding pages. The authors make a clear effort to include examples which are culturally inclusive.

No offensive or insensitive material was detected. The textbook does a very good job of showing the real processes of writing, messiness and all.

This content should make those who struggle with the process comfortable in their own efforts to acquire or hone writing skills. Its readability will also prove helpful for the beginning composition student. This book covers all the stages of a writing project, from determining the audience and purpose of a writing assignment, to developing a thesis statement and proofreading the final revision.

It is geared to the beginning college writer and Because it is so comprehensive and is generalist in its approach, there is not much time to dive deeply into any particular approach or assignment; however, because it is concisely written, the authors manage to give advice about just about everything an undergraduate may be asked to write, with a few exceptions. These include the general analytic essay, and the case report. The former assignment is useful for college writers because unlike the narrative or persuasive essays, it forces them to write with a specifically academic tone and to rely on data and logic.

The book has an incredibly useful glossary, and the tablet of contents is extremely detailed. The book is highly accurate. The writers are knowledgeable about the writing process, conventions of English, style, and where to locate up-to-date MLA and APA formatting information. The section on run-ons and sentence fragments is brief but informative. The list of subordinating conjunctions is not comprehensive. I find the phrase "dependent word" to be easier to use with writing students, but that's just a preference.

The word "however" is listed as a conjunctive adverb, which it is, but not as a subordinating conjunction, which it also is as in the sentence "However you look at it, English grammar is confusing". I think this whole grammar section is rather brief, trying to teach sentence skills in a few dozen pages; however, if it is meant as a review of the material for students who presumably have already learned it in a lower level class, it may be sufficient.

That "however" functions as a conjunctive adverb. The passage of high versus low style is interesting, and not something I've seen before in writing texts. As opposed to the section on grammar, this part of the style section seems to go on too long.

Most of the material is timeless: how to generate ideas, how to organize an argument, how to pitch your writing to the audience and purpose, how to use semi-colons, how to approach introductions and conclusions, to name a few important sections.

The authors helpfully provide resources such as the Online Writing Labs for students to locate and use as needed for information that is likely to change, such as the latest APA formatting rules. The writing samples feel very contemporary and not dated. Well, except for the Gettysburg address, but that's a classic. The authors really lead by example here. The writing is unfussy, crystal-clear, highly specific and easy to read.

This is the nature of deliberative democracy The book is consistent in its terminology and the way the chapters are framed.

Each chapter pertains to a step in the writing process. I have a small quibble with this because all the grammar and sentence skills are lumped into the chapter on proofreading, which seems too late. It makes sense to read this book in order for the most part.

I would recommend reading the section on proofreading earlier, so that writers can look at good sentences before they generate their own that may just be me. However, it is definitely possible to assign one chapter at a time and it is not strictly necessary to read them in order.

Some students will not need to read about high and low style, while others may want to skip the section on ethos, logos and pathos they shouldn't skip it, but if they aren't dealing with rhetoric it may not be necessary.

I like how it is organized along the steps of the writing process: exploring, generating a thesis, writing, revising, proofreading, etc. The section on grammar perhaps should come a little earlier, and the section on research, citation and plagiarism also feels like it comes rather late in the process.

However, the authors point out early in the book that the process is not linear, and student writers often loop back to where they started as research or writing alters their point of view.

I had to blow it up quite a bit to make the text legible. This was not difficult, however. The images and handwritten charts are charming and informative and they are visually pleasing. Navigation is no problem. I love the index and glossary! It is beautifully written. It seems just right for the young, early college writing student. It is too generalized to serve as an advanced writing text for a specific discipline.

I would recommend that the section on conventions be turned into an appendix - it doesn't fit neatly into "proofreading" and it is more useful as a reference than as a chapter. This text covers a range of composition and rhetoric topics, while allowing for the convenience of selecting concerns that are most relevant to particular courses or students.

The authors are careful to attribute their sources and do so in a way that provides clear modeling for readers. The book is polished and accurate. The text is refreshing in its relevance and timeliness. The authors include common cultural and social references to reinforce their ideas and main topics. One of the text's virtues is its accessibility. It is crafted for students and addressed to readers in a non-threatening and approachable way.

The text is blocked into chapters and subsections, and the Table of Contents allows for easy redirection. There are some rather large blocks of prose that span for several pages at a time, which could prove daunting for students who are not prepared or equipped to pore over large swaths of text.

The text is navigable and free of any technical errors or distortions. Some of the work's most appealing aspects are its authentic screenshots, markups, and charts.

The text is geared toward multiple readers of diverse backgrounds. It is neither biased nor insensitive. Students and instructors will benefit from clearly defined sections and authentic examples, which supplement extensive commentary on rhetorical issues ranging from thesis development to Anglo-Saxon or Latinate language use. This text would serve as a fine primary reader for composition students, while certain sections would prove immensely valuable as supplementary content give the depth of the book as a whole.

The table of contents is very detailed, and a helpful glossary is included at the end of the book. A chapter on using logic and reasoning and avoiding logical fallacies would be helpful. A word to the instructor: The texts have been chosen with the idea that they can be compared and contrasted, using common themes. Rather than numerous and therefore often random choices of texts from various periods, these selected works are meant to make both teaching and learning easier.

While cultural expectations are not universal, many of the themes found in these works are. The Compact Anthology of World Literature, Parts 4, 5, and 6 is designed as an e-book to be accessible on a variety of devices: smart phone, tablet, e-reader, laptop, or desktop computer. Students have reported ease of accessibility and readability on all these devices.

To access the ePub text on a laptop, desktop, or tablet, you will need to download a program through which you can read the text. We recommend Readium , an application available through Google.

If you plan to read the text on an Android device, you will need to download an application called Lithium from the App Store. On an iPhone, the text will open in iBooks. Affordable Learning Georgia has also converted the. ALG recommends using the. Although the text is designed to look like an actual book, the Table of Contents is composed of hyperlinks that will take you to each introductory section and then to each text.

The three parts of the text are organized into the following units:. Texts from a variety of genres and cultures are included in each unit. Additionally, each selection or collection includes a brief introduction about the author and text s , and each includes 3 — 5 discussion questions. Texts in the public domain--those published or translated before are replicated here.

Texts published or translated after are not yet available in the public domain. In those cases, we have provided a link to a stable site that includes the text. Thus, in Part 6, most of the texts are accessible in the form of links to outside sites. In every case, we have attempted to connect to the most stable links available. Affordable Learning Georgia partners with the University of North Georgia Press to assist grantees with copyright clearance, peer review, production and design, and other tasks required to produce quality Open Educational Resources OER.

The University Press is a peer-reviewed, academic press. Its mission is to produce scholarly work that contributes to the fields of innovative teaching, textbooks, and Open Educational Resources. Please contact the Press at or ungpress ung. This textbook is not an open textbook. The text never strays from the facts in content areas.

Claims regarding the efficacy and value of parts of the writing process are backed up with research references. Citation directions and examples are clear, useful, and easy to apply.

The content covered is not radical; it proceeds through useful and standard methods of composition which are unlikely to require seismic revision any time soon.

Contemporary examples are interspersed with classic ones. The web links and appendixes are arranged such that any further updates look easy for the authors and editors to develop. You notice how the topic and word choice reflect the authors' time in the university and community college classroom, refining how they express their points.

Sometimes it feels brief, but never because it is skipping over essential pieces. It states it is targeted at level students, but I feel it would also be effective with developmental students a level below that.

My community college students in English were all able to grasp the sections I assigned from this text; no problematic areas stood out. The team of writers appear to have collaborated tightly, making sure that terminology defined early on in the text remains useful to students throughout the entire book's topics.

Once in a while, some areas of the text seems more developed than others. Usually, though, it's steady in its focus. The sections are broken down into the same subheading format throughout. Minimal confusion should ensue. I used sections of this book out of order, supporting my own existing unit plans. The text sections are very to-the-point and focused on the essential information at hand, which made them plug in well. Subheadings are used frequently. Even more detail and development under each subheading would improve re-usability.

In general, though, I did not encounter any troubling tangles. I appreciate that the topics covered do not dive directly into writing an essay, but rather build up carefully and step-by-step through the portions and process of writing.

This is the sort of instruction which helps bring together a class which starts with widely different backgrounds. Some student populations may be ready to dive right into paper-writing, which allows for more time spent on learning and practicing research. But this text's organization and choice of topics makes it very useful for a more heterogeneous community college classroom.

As far the interface's clarity and lack of error, this text is fine. Everything is where it should be and works correctly. The interface and layout only suffers from being a little boring. It could be improved by further editing attention to include more charts and images which set the scene of the work being done. But the text as it is remains useful and functional, with no interface problems interfering with student use.

Next to no grammatical errors turned up during textbook use, and none which proved confusing to students. This text's cultural sensitivity and range reflects its state of origin. The University of Hawaii educator authors range from indigenous to African-American texts as relevant and valuable examples. Some other sections seem more generic; perhaps a future revision might include similar attentions throughout.

This text does an admirable job of covering a lot of ground without excessive verbiage. It reads as every section being useful to students and applicable to the Composition classroom.

I plan to use it, adapted as needed, in my upcoming classes. The book is a beginning to hopefully providing more in-depth lessons and instructions. Lessons touch upon different concepts of first-year college composition but rely on the person using the text to find almost all examples and supplemental Lessons touch upon different concepts of first-year college composition but rely on the person using the text to find almost all examples and supplemental materials for further understanding of the concepts.

There is a hyperlinked table of contents of the text, but no index nor glossary for the text. Chapters within the text are quite short, sometimes only covering one page in pdf format.

Many of the chapters feel disjointed, not quite building on concepts of the previous chapter. In other words, the chapters feel like they are independent lessons rather than concepts building on previous information obtained.

Chapter 4 introduces ten rhetorical modes of writing but only includes detailed instruction on four of them. There are no full internal writing examples in a composition text for students to get a sense of completion of essay composition. Overall, the text has few noticeable errors. There are some formatting choices for headers and subheaders that lead to some confusion in the online text, but those same formatting choices seem clear within a printed pdf version of the text. References to "Sources" or "Works Cited" should be centered in the text to follow normal expectations of students producing papers.

Chapter 4 introduces different rhetorical modes of writing, but it presents only four of those modes in detailed instruction and includes them out of order from the introductory text. Also, the chapter introduction claims that there are "links to real student essays.

The second bullet point on that page has an unnecessary comma in "attitude, toward" and there is a misspelled "Stating" instead of "Starting.

Overall, this section looks like it is doing what is expected. External links look like they can be easily replaced by current examples.

Appendix 2 gives a list of online content contained in the text, so that section can be updated as needed. The text seems to do a decent job of being clear throughout on the terms used. There are several introductions to Latin and Greek phrases used in logic and rhetorical concepts with a definition of those words. A glossary and index could be helpful for further reference. Terminology throughout the text remains consistent.

Terms that are defined early in the text are used throughout. That is why the glossary may be necessary. Some terms are defined again, like ethos, logos, and pathos in 4.

Because the text is short overall, it does divide sections into smaller sections. In some cases, the sections are too small, with headers and subsequent spacing on the page dominating over actual instructional text.

More specific examples could and should be included for each of those sections to give each header more information than what is on the page. For example, in 4. This section either needs bullet points with the definitions or full explanations with examples to give depth to the section. While the chapters are justifiably ordered by the book authors' preferences, there is little transition from one chapter to another and from one section of a chapter to another. Composition is a type of subject based entirely on adding more information building on previously addressed concepts and practices.

While those concepts and practices are indicated, the authors do not explicitly make those connections from one chapter or section of a chapter to another. This may be a space or content decision, but understanding how each of the steps in the writing process connects with the structure of essays and the types of essays could help in giving students a more comprehensive understanding of English composition courses.

Pictures and graphics are minimal. The only effective graphic throughout is the 2. However, that particular map seems to be out of place for the purpose of the book.

Alike or similar graphs for other essay types would prove useful here. All suggestions come from the paginated PDF version of the textbook.

The text is not specifically geared towards a particular region, but the authors are all a part of the Hawaii university system. Therefore, some of the materials and examples given are based on their particular knowledge of the region. There are no noticeable insensitive or offensive materials throughout the text, and none of the examples of "A Student's Story" seem to indicate the student's race, ethnicity, nor background.

For being a three-day project as indicated in the Foreword, this is an impressive compilation. There is definitely potential in the future of the text with my main recommendations being to make the different chapters and subchapters of the book relate to previous chapters including internal hyperlinks and an index and glossary section AND adding more in-text examples for students to have an easier time comprehending and processing the information presented.

Chapter 1 is odd as it does not use the Sections 2 or 3 as modes to introduce a learning narrative, for example; instead, the information consists of details that students should have received in their New Student Orientation program or a New Chapter 1 is odd as it does not use the Sections 2 or 3 as modes to introduce a learning narrative, for example; instead, the information consists of details that students should have received in their New Student Orientation program or a New Student Experience course.

In Chapter 5. Jaden may be lazy, but in the authors' example, he did not commit plagiarism. Yes, but some terms are more discipline-based; e. When revised, consider the terminology from the students' perspectives, those who are first-year and non-traditional, and know, too, that in Hawaii there are numerous cultures and languages to be considered and yes, I know the authors know this!

My recommendation here is somewhat developed in Chapter 3. Chapter 2. Chapter 3. A thesis statement does not always have to be arguable; a thesis statement, depending on the form of writing, can be opinion-based and this more creative in its narrative, which, also, is not always i the 5-paragraph structure.

Chapter 4. If the authors include ten types of essays Chapter 4. Chapter 5. The Citation Management in Chapter 5. The Chapters arrangement lacks flow as students should be introduced to pre-flection, research and formatting guidelines in the beginning of their academic writing career rather than in the middle or end of the semester.

The graphics, charts et al. Most students will not know what Meta-cognitive Chapter 2. Will this be addressed as it is not in the SLOs? Provide examples of 2. So glad the OWL at Purdue link is included as this resources is current on MLA formatting, offers applicable examples and is free to students and teachers.

I like the inclusion of frequency adverbs in 2. Consider adding more in-text or connect to the OWL at Purdue and discourage the overuse of these terms as they are vague in their meaning. In Chapter 2, Introduction, the term "vocabulary" is used as a plural when it is a non-count noun and must be connected with a singular verb; e. In middle school, she found that her vocabulary was not were embarrassingly limited. In "A Student's Story," the commas are not uses correctly as the set-off portion is not an appositive, so the second comma should be removed; i.

As she entered college and enrolled in her first-year writing course, she was anxious about attending a required conference with her instructor who was meeting with each student to discuss the rough drafts of their first essays. I don't find any culturally insensitive content, but I admire that this text is written for a certain demographic, which is why I recommend the authors include examples that students will relate to, such as prior students' essays written in pidgin, which they can revise as a collaborative activity, with the teacher's help into Standard Written English to see how code-switching works and can impact their academic and professional writing experiences.

If the text will be used mostly? The text should be an exemplar for students, especially as first-year learners tend to copy what is presented, which is why I recommend that MLA formatting be consistent; e.

Works Cited in 1. This OER textbook has been designed for students to learn the foundational concepts for English first-year college composition. The content aligns to learning outcomes across all campuses in the University of Hawai'i system. It was designed, written, and edited during a three day book sprint in May, Content Accuracy rating: 5 Scholarship is reliable, accurate and timely.

Clarity rating: 3 Writing is accessible and very clear. Consistency rating: 5 It seems like the text has a coherent voice--This is important for students who struggle connecting to a text. Modularity rating: 3 I wish the sections were more "chunked. Interface rating: 5 Very clear navigation and visual "hamburger" menu. Grammatical Errors rating: 5 No errors found. Cultural Relevance rating: 5 Selections emphasize college-level literacy and seem bereft of any bias.

Comments I like this text's organization approach in both design and content. Content Accuracy rating: 5 I found this text to be very accurate throughout.

I am not aware of any errors. Clarity rating: 5 I found this text very clear, and the language very easy to read.

Consistency rating: 5 The chapters are arranged in a pattern and the terminology is equally consistent as well. Modularity rating: 5 The text can be broken up into smaller units, and the readings can be realigned with different subunits without any difficulty.

Interface rating: 4 The text easily transforms into an e-reader, and the pdf version is easily downloaded and read without distortion.

Grammatical Errors rating: 5 I did not find any grammatical errors in this text. It seemed to be very well edited. Cultural Relevance rating: 4 The text has examples from the Hawaiian culture because it was created for a Hawaiian University and its students. Content Accuracy rating: 5 Content appeared accurate and error-free.

Consistency rating: 5 Most chapters follow a similar pattern. Modularity rating: 5 This text appears designed to support modular as well as linear use. Interface rating: 4 The open-access platform offers an easily used online ebook. Grammatical Errors rating: 5 No errors impeded my reading. Cultural Relevance rating: 4 I saw nothing that would concern me while teaching. Comments Overall, 'English Composition' offers few of the bells and whistles I associate with for-profit first-year composition textbooks, which now seem as highly-designed as a spaceship.

Content Accuracy rating: 3 The text is appealing because it is brief, but it tries to do too much in too little space. Clarity rating: 3 The text takes a very basic approach to all its subjects, making it appropriate for a first-year college student, specifically first-generation or academically underprepared college students. Consistency rating: 4 The text's chapter structure and tone are consistent throughout. Modularity rating: 3 Smaller sections of the text could be assigned effectively without losing much.

Interface rating: 5 The text is very easy to navigate and is visually simple. Grammatical Errors rating: 5 The text is grammatically sound. Content Accuracy rating: 3 See comments above--in several areas, I found content inaccurate in terms of what happens in English comp courses. Clarity rating: 3 I found the prose too formal, and, especially in the first chapter College Success Skills, too scoldy and too much "you must.

Consistency rating: 5 The text is consistent. Modularity rating: 5 The textbook is well-organized and is visually pleasing with plenty of white space and attractive, though generic, photos. Interface rating: 5 The book's interface is clear. Grammatical Errors rating: 5 The grammar is excellent. Cultural Relevance rating: 3 Code-switching needs to include various races and ethnicities. Content Accuracy rating: 4 The information is highly accurate and synthesizes topics in contemporary composition, such as that related to process theory, code-switching, counterargument, rhetorical appeals, and civil discourse.

Clarity rating: 5 The text is highly accessible. Consistency rating: 5 The text is consistent in both tone and content. Interface rating: 4 The interface is highly effective. Grammatical Errors rating: 5 I did not observe any grammatical errors throughout the text. Cultural Relevance rating: 5 This book was most impressive to me because of its culturally responsive and culturally sustaining approaches to the teaching of writing. Comments I am grateful for the existence of a text that is so culturally situated and attuned to the needs of students within its context.

Content Accuracy rating: 4 The bulk of content appears to be accurate and unbiased. Clarity rating: 4 The language of the book is clear and approachable. Consistency rating: 4 The layout of the text is mostly consistent. Modularity rating: 5 The book's modularity is one of its strong points. Grammatical Errors rating: 5 I did not find any glaring grammatical errors.

Cultural Relevance rating: 4 The book often incorporates examples from the Hawaiian culture, which is appropriate for the context of its writers. Content Accuracy rating: 5 The text accurately reflects the current-traditional approach to the teaching of composition. Clarity rating: 4 The text is written clearly and concisely. Consistency rating: 4 The text is consistently designed and user-friendly.

Interface rating: 5 I read the PDF version of the text and did not encounter any issues with the interface. Grammatical Errors rating: 5 There are no glaring issues with the grammatical structures in the text.

Cultural Relevance rating: 2 The cultural relevance of the text might be critiqued, especially as the field of writing studies continues to grapple with issues of diversity and cultural competence.

Comments To date, this is the most comprehensive and well organized current-traditional writing text I have seen in open access publication. Content Accuracy rating: 4 There are more types of writing taught in first-year composition courses than what the textbook covers. Clarity rating: 5 Most of the text uses clear and simple prose that is widely accessible to students.

Modularity rating: 4 I reviewed the online version of the book. Grammatical Errors rating: 4 There are a few grammatical errors in a few places. Cultural Relevance rating: 5 There do not seem to be any culturally offensive or insensitive references in the text. Comments This is a simple and clear outline for a first-year composition text. Content Accuracy rating: 5 As far as I could tell, all the information was "accurate," but I cannot say it was error-free.

Modularity rating: 4 In general, this trait is good. Interface rating: 2 Some links do nor open correctly or misdirect. Grammatical Errors rating: 3 In the section explaining the importance of punctuation such as commas, they left out the end-stop period! Cultural Relevance rating: 4 All the examples are Hawaiian. Comments I am looking for "one-stop-shopping" in a textbook. Content Accuracy rating: 5 The language used is error-free and accurate.

Clarity rating: 4 The language used is simple and the students from different backgrounds ESL can easily understand the concept. Consistency rating: 5 There is definitely a regular progression from simple to complex in the text and the end of the topic exercises cater to reinforcement. Modularity rating: 5 The text has been very clearly organized into modules easily accessed according to topics.

Interface rating: 4 The book offers a good navigation process. Grammatical Errors rating: 5 The text is strong in language with least or no errors in grammar.

Cultural Relevance rating: 5 The text can be well understood by students. Comments The book serves as a good source for faculty in devising their syllabus for College Writing 1. Content Accuracy rating: 5 Content is accurate, error-free, and unbiased.