Liz's Textbook Reviews

I'd like to apologize in advance for the length of these reviews. I think I went a little too review-happy (which I suppose is what happens when you drink coffee for the first time in 3 weeks and sit down to write). The first one is actually comparatively short, and my computer mysteriously ate the first draft and I had to compose another one this morning. Sorry guys.

Textbook Review


Rhetorical Visions: Reading and Writing in Visual Culture

Ed. Susan Delagrange, et al.
Pearson/Prentice Hall, 2007

I was initially attracted to this text for one simple reason—I like the cover. Silly as that sounds, the textbook is designed very well. It’s definitely an aesthetically pleasing book, one sure to engage the reader (for a little while, at least). Each page is well crafted, making excellent use of white space, bullets, boxes with quotes or charts/graphs, and a variety of photographs, in color and black and white. Important concepts are always in bold, and usually collected throughout the text in colorful and practical lists.

RV approaches writing by addressing a visual component first, an approach I’m considering now for my own classroom. I like that the textbook jumps right into bridging the connection between visual and written argument. For example, chapter 2 uses the example of a student-made map, and then explains how the student’s essay might evolve from constructing such a map. The chapter incorporates multiple drafts of the thesis and the subsequent paper, something I found particularly useful. Not only does it contain drafts at various stages of completion, there are also instructor’s comments. Thus, students can see how they might use instructor’s comments as an aid in revision. It also demonstrates to the student what I expect of them, and what sorts of comments they might receive in return.

The ensuing chapters address some interesting issues and provide a range of tools for the analysis of visual argument. Each chapter contains key rhetorical concepts, listed initially on the first page and bolded throughout. I was happy to see that the textbook explains each concept thoroughly, drawing on historical background to explain the concept’s significance. Each rhetorical concept is given it’s own explanatory box, moreover, with student exercises for additional practice understanding and implementing the concept. Each chapter also has a variety of texts, both verbal and visual, that address the theme of that particular section. I really like the diverse assortment of texts, from old ads, to contemporary photos, to poetry. Many of the poems are penned by contemporary writers, ones that I think might prove more easily accessible to the incoming freshman (i.e. Denise Duhamel’s “Oriental Barbie” and “Buddhist Barbie”).

There are also a series of questions at the end of each chapter, divided into three sections. The first, “Re-reading/Conversations with the Text”, address the readings in detail. The second, “Re-seeing and Re-writing”, are writing prompts for analyzing written or visual arguments through the framework of personal experience, history, etc. The last, “Intertext”, links concepts across sections. While I think there are many interesting and potentially useful questions, this highlights my major concern with RV: there is almost too much information. The plethora of images, boxes, and colors is sometimes overwhelming. RV is also unfortunately very long, over 600 pages. For example, the student doesn’t encounter the terms logos, pathos, and ethos until Chapter 6, after 369 pages of reading. RV is also quite expensive at $61.33, though there are used copies available on Amazon.com. While the companion website has an incredible amount of intriguing supplementary material, access is limited. Student access is redeemable one time only, so students will have to purchase website access with a used book.

Textbook Review, Numero Dos


Good Reasons With Contemporary Arguments: Reading, Designing, and Writing Effective Arguments (Third Edition)

Lester Faigley and Jack Selzer.
Pearson/Longman, 2007

I chose this text primarily because I was interested in examining a more traditional rhet/comp textbook. While I didn’t expect to be enthused over this textbook (I was more attracted to the other, prettier RV), it actually contains a lot of wonderful, practical material. The book is divided into four sections:

Part 1: Persuading with Good Reasons: What Do We Mean by Argument?
Part 2: Putting Good Reasons into Action: Options for Argument
Part 3: Making Effective Arguments: Designing, Presenting, and Documenting
Part 4: Contemporary Arguments

The textbook begins with the most basic questions and moves forward from there, a strategy that I often employ when tutoring. In fact, this book would have been handy as a WL tutor this year. I’m still not sure if I’ll use it in the classroom as a primary text, but I think excerpts from the book would be very useful (especially from Parts 1 and 2).

Pros:

Some of the more general positive qualities of the text:

o Language: Chapters are set up with common questions about writing and argument in casual language—makes the whole business of composition seem a little less intimidating
o Emphasis on writing as a tool to understand “long-term issues that will affect you after your college years”—good justification why writing matters
o “Argument as a social act”—might spark more interest in writing with this approach
o There are some pictures, little boxes with main points throughout—helps break down text into manageable chunks
o Highlights key words in bold
o Different sorts of examples, from written to oral discussions
o Each chapter has an introduction, samples from professionals, samples from students, then steps to analyzing that particular medium
o Has a wide selection of readings. Each topic, moreover, has specialized articles, poetry, book excerpts, political cartoons, stills from TV shows (like “The Simpsons”) from that that field. There are also charts, others websites to visit on the subject, etc., scattered throughout. There are sections at the end of each chapter titled “From Reading to Writing”, which have writing topics related to or inspired by the readings. Questions vary—students can analyze a particular article, visual argument, etc from the textbook, or write on a related topic, i.e. pick a newspaper article about the environment, or write about something from their personal experiences.
o The readings also explore many of the issues in the field. For example, Chapter 18, “Negotiating the Environment”, contains articles article on conservation, vegetarianism, global warming, and animal extinction.
o Has a helpful and free website for students. My favorite features are the additional web resources and writing activities for each chapter. There are also sample syllabi for instructors.

Here are some more detailed positive aspects of the chapters that concern argument and writing:

(Chapter 1) “What to Argue About”
o Takes a page from Rachel Carson’s book and demonstrates, visually, how the argument works
o Not a lot of jargon (only pathos, ethos, and logos, page 12)
o Begins with tips on becoming a critical reader, which I think is essential an essential component good writing

(Chapter 2) “Finding Arguments”
o Has the “Basics of Arguments”, which breaks argument down, step by step, and offers many sound tips (many of the tips we’re encouraged to use by Bean and C&D)
o i.e. Read assignment carefully, make lists, freewrite, brainstorm, make an idea map, think about your audience, how to evaluate your thesis (with examples)

(Chapter 3) “Finding and Supporting Good Reasons”
o Lists different ways to find good support for your argument, and while these reasons can be slightly vague, it provides a lot of concrete examples, including sample essays.
o Discusses appropriate voice.
o Encourages students to start at the very basic level, something I’ve found works well in the WL.

(Chapter 4) Understanding Written Arguments: Rhetorical Analysis
o Gives a brief explanation of rhetoric, then examples from a reading in book, a student essay, and then step-by-step process of how to go out implementing this.
o While the step-by-step process may seems simplistic, I think it’s a good outline for students to consider

Cons:

o Surprisingly expensive! It’s $67.73, though Amazon.com has used copies starting at a measly $0.01.
o Design: Looks like a pamphlet in the doctor’s office—black and white photos, little to no color, not very visually stimulating

(Chapter 1) “What to Argue About”
o While I like jumping into environmental issues using Rachel Carson as an example, I realize many students just don’t care about the topic. I worry this might disinterest students from the start.

(Chapter 5) “Understanding Visual Arguments
o The pictures are in black and white! Not very effective demonstration of how color can function in a visual argument
o Also, this chapter is only included in this edition, so students with used copies will be without.

(Part 2) Options for Argument
o Found this a bit overwhelming, though I could see how it could be useful to jumpstart the writing process.
o Just seemed like too many options, many of which overlap: Definition Arguments, Causal Arguments, Evaluation Arguments, Narrative Arguments, Rebuttal Arguments, Proposal Arguments

(Chapter 12) Revision: Putting It All Together
o Paltry, esp. since English 1000 puts so much emphasis on revision

(Chapter 13) Effective Visual Design, (Chapter 14) Effective Oral Presentations,
o Both pretty short, probably not applicable to English 1000, but might be handy as a brief overview

(Chapter 15) Effective Research
o Not very substantial, wouldn’t be nearly as helpful as an intro to Ellis Library resources, like the tour we took in 8005

(Chapters 16) MLA Documentation (Chapter 17) APA Documentation
o Both brief, probably need supplementary information. I utilize so many parts of the MLA handbook; I can’t imagine this short chapter would really suffice.