From the Back Cover
A simple, clear approach to the instruction of writing that addresses the concerns of both native and non-native speakers, ADVENTURES IN WRITING teaches the writing process and grammar in a way that allows the maximum amount of flexibility in the classroom. With an additional focus on technology and Internet-based writing assignments, this text is perfect for English classes with a computer component, taught in computer labs or web-supported classes.
Features of ADVENTURES IN WRITING include:
- An emphasis on the three major steps of the writing process. Focusing on prewriting, writing, and rewriting helps students understand this process of writing early in their English education.
- Thorough technological instruction. Chapter 12 is devoted entirely to using a computer to write, and tips on using a computer are integrated throughout the text.
- Internet-based writing assignments and support. Each chapter has relevant Internet site information, and the entire text includes more than 25 Internet-based, real-life writing tasks.
- Extensive pedagogy in each chapter. Practice Exercises, Group Work, Tests, and Writing Assignments in each chapter provide reinforcement to the concepts presented.
- Additional material to help non-native speakers of English. Chapter 18 is devoted to the needs of non-native speakers learning to write and includes instruction on articles, verbs, and other trouble spots.
Excerpt. © Reprinted by permission. All rights reserved.
Several years ago, a few instructors and I were frustrated at not being able to find a satisfactory text for an introductory writing class. We would select one text and try it for a semester or two, but then set it aside for one reason or another: too difficult to understand, too grammar oriented, too few practices, etc. We would select and try another text for a little while, but experience the same results. I realized that a better text must exist, so I began to search for it.
I mailed a letter to the English Department Chairs at all community colleges in California (107 at the time) requesting textbook recommendations. Many chairs responded, and my list of recommended texts grew. Then, I requested desk copies of these texts from publishers and evaluated 46 books, creating a table that compared their strengths and weaknesses. Upon completion of this research, I realized that-although several good books existed-the book that we sought had not yet been written. We needed a book that introduced students to the process of writing, a book that was organized according to that process, a book that explained how to incorporate technology into the writing process, and a book that was sensitive to our diverse student population by addressing ESL trouble spots.
This text, the culmination of five years of research and writing, fills that need. First, it introduces students to the complex process of writing through a simple organization: prewriting, writing, and rewriting. While doing so, it builds sentence skills, teaches grammar, and provides practice in sentence combining. This approach benefits students because they need to understand the big picture—the process of writing—early in their writing education. Second, this text offers an entire chapter on computers, computer tips throughout the text, and Internet-based writing assignments in every chapter, making this text ideal for classes with computer components, classes taught in computer labs, web-supported classes, self-paced classes, online classes, etc. Third, this text serves our diverse student population by addressing the writing concerns of students who are learning English as a second language; these concerns are addressed both in a separate chapter and in the form of tips throughout the text.
Finally, I would like to thank the following reviewers: Jessica Carroll, Miami-Dade Community College; Patrick Haas, Glendale Community College; Sarah Kirk, University of Alaska-Anchorage; Richard W. Rawnsley, College of the Desert; Mark Branson, Davidson County Community College; Janet Cutshall, Sussex County Community College; Andrew B. Preslar, Lamar State College-Orange.
Adam U. Kempler
