Textbook Resources

Approved Texts for ENG 1310 & ENG 1320

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  • English 1310/1320 Handbooks

    • Bedford Handbook vs. EasyWriter (with or without exercises)

      The choice between these Bedford products may seem a matter of preference, but upon further study, the Bedford Handbook prioritizes a streamlined resource for students in their college writing, with full sections on MLA and APA styles and grammar lessons to clarify concepts discussed in the text, while EasyWriter has all of these with additional lessons on writing style as well as Chicago and CSE documentation formats. Also, the EasyWriter with Exercises includes student samples, writing prompts, and practice assignments throughout the lessons. As a side note, both physical texts are small, but the EasyWriter uses a handy spiral construction that makes use convenient on a flat surface. Since most students use the digital versions of the text, this could be one preference-based decision for instructors, if they use the physical text. 
       
      Utility: Both of these texts can provide 1310/1320 instructors enough content to fill a semester of writing instruction. In 15 weeks, teachers might feel they did not have enough time to cover all they want in terms of students’ writing style and personal voice. However, the choice of texts should likely come from the individual instructors emphases in the classroom, meaning that experienced instructors armed with additional resources may choose the streamlined Bedford Handbooksupplemented with readings and in-class activities, while EasyWriter lessons may be the better option for those looking for help structuring such activities. 

      Concerns:  As college writing courses, First-Year English sections should emphasize the standard academic essay and research documentation, but given the learning gaps in our incoming student writers, there will be a temptation to reteach grammar concepts and proper usage. Nevertheless, deviating too long from more global concepts of essay-writing could undermine official learning outcomes. That said, grammar concepts can be integrated through mini lessons, as part of peer review, and assigned for student review when using either text. Some in our department have assigned grammar lessons as part of students’ oral presentations. For example, in 1310, if students/groups present over a reading or paper topic, they would also need to study a brief lesson on grammar and explain it to the class as a whole. Teachers could comment or supplement on student coverage of these concepts as needed. 

      Conclusion: As previously stated, both texts are useful for composition and documentation lessons, but less experienced instructors may opt for the EasyWriter with Exercises to build their curriculum. If newer lecturers want to experiment with the Bedford Handbook, they should implement activities in class to make concepts more engaging, especially when applying them to students’ own writing.

      Note: With a Bedford Bookshelf (ISBN 9781319543280) adoption, students have access to all Bedford titles. Flipbook of Bedford Bookshelf books: https://www.macmillanlearning.com/digital/flipbooks/2024-ml-bedford-bookshelf/index.html

    • Bedford Handbook vs. EasyWriter (with or without exercises)

      The choice between these Bedford products may seem a matter of preference, but upon further study, the Bedford Handbook prioritizes a streamlined resource for students in their college writing, with full sections on MLA and APA styles and grammar lessons to clarify concepts discussed in the text, while EasyWriter has all of these with additional lessons on writing style as well as Chicago and CSE documentation formats. Also, the EasyWriter with Exercises includes student samples, writing prompts, and practice assignments throughout the lessons. As a side note, both physical texts are small, but the EasyWriter uses a handy spiral construction that makes use convenient on a flat surface. Since most students use the digital versions of the text, this could be one preference-based decision for instructors, if they use the physical text. 

      Utility: Both of these texts can provide 1310/1320 instructors enough content to fill a semester of writing instruction. In 15 weeks, teachers might feel they did not have enough time to cover all they want in terms of students’ writing style and personal voice. However, the choice of texts should likely come from the individual instructors emphases in the classroom, meaning that experienced instructors armed with additional resources may choose the streamlined Bedford Handbooksupplemented with readings and in-class activities, while EasyWriter lessons may be the better option for those looking for help structuring such activities. 

      Concerns:  As college writing courses, First-Year English sections should emphasize the standard academic essay and research documentation, but given the learning gaps in our incoming student writers, there will be a temptation to reteach grammar concepts and proper usage. Nevertheless, deviating too long from more global concepts of essay-writing could undermine official learning outcomes. That said, grammar concepts can be integrated through mini lessons, as part of peer review, and assigned for student review when using either text. Some in our department have assigned grammar lessons as part of students’ oral presentations. For example, in 1310, if students/groups present over a reading or paper topic, they would also need to study a brief lesson on grammar and explain it to the class as a whole. Teachers could comment or supplement on student coverage of these concepts as needed. 

      Conclusion: As previously stated, both texts are useful for composition and documentation lessons, but less experienced instructors may opt for the EasyWriter with Exercises to build their curriculum. If newer lecturers want to experiment with the Bedford Handbook, they should implement activities in class to make concepts more engaging, especially when applying them to students’ own writing.

      Note: With a Bedford Bookshelf (ISBN 9781319543280) adoption, students have access to all Bedford titles. Flipbook of Bedford Bookshelf books: https://www.macmillanlearning.com/digital/flipbooks/2024-ml-bedford-bookshelf/index.html

       

    • Review to come.

    • The Top Hat bundle (ISBN: 9781778775130) includes all three e-books. 

    • TOP HAT BUNDLE:  ISBN: 9781778775130

      ENG 1310/ENG 1320 Handbooks:

      1. The Evolving Essay 
      2. Active Voices: The Language and College and Composition
      3. Signs: A Grammar Handbook. 

    • Review to come.

  • English 1310 Readers

  • English 1320 Readers

    • Note: With a Bedford Bookshelf (ISBN 9781319543280) adoption, students have access to all Bedford titles. Flipbook of Bedford Bookshelf books: https://www.macmillanlearning.com/digital/flipbooks/2024-ml-bedford-bookshelf/index.html

    • Note: With a Bedford Bookshelf (ISBN 9781319543280) adoption, students have access to all Bedford titles. Flipbook of Bedford Bookshelf books: https://www.macmillanlearning.com/digital/flipbooks/2024-ml-bedford-bookshelf/index.html

    • Review to come.

    • Note: With a Bedford Bookshelf (ISBN 9781319543280) adoption, students have access to all Bedford titles. Flipbook of Bedford Bookshelf books: https://www.macmillanlearning.com/digital/flipbooks/2024-ml-bedford-bookshelf/index.html

      • Utility: This literature reader provides a welcome opportunity for First-Year English teachers to implement a variety of fiction, drama, and poetry readings into English 1320 lessons, specifically preparing students for literary concepts and analysis they will need in their sophomore literature courses. Norton Introduction to Literature provides a flexible set of sections, some of which focus on thematic topics and others centered on literary concepts such as character, figurative language, and  symbolism. The text also includes non-fiction excerpts for historical context as well as formal literary writing from scholarship. The “Suggestions for Reading” could provide opportunities for research, and “Suggestions for Writing” contains numerous prompts to focus literary analysis writing. The chapters on the literature research essay include lessons and samples of quotes and citation, so these could supplement the current MLA instruction in the EasyWriter or Bedford Handbook. 
      • Concerns: The main drawback of this text would not be in the book itself, but in how it will be used by instructors who prioritize literary analysis over the more general skills needed for writing in students’ own disciplines. Of course, students should be doing outside library and online research, but instructors should be careful to use the literary texts as a jumping point for real-world research topics and avoid making 1320 solely into an intro lit. course, which it is not. I would urge restraint, as well, in the number of readings given to students, so they can practice the decision-making and self-motivated research about concepts and ideas they may need or want for their future academic and professional goals.
      • Conclusion: This text serves as a strong option for instructors that seek a reader that bridges the gap between literary analysis and writing about the world that literature attempts to represent. The sheer variety of readings and tools might tempt instructors to structure the course on literary concepts, but I would suggest that the required, 1250-word major essay be researched beyond a piece of literature to a real-world topic, even if the literature inspires this topic. While writing on literature during 1320 will serve students for sophomore literature classes, we should consider that these courses assign a range from 500-750 word analysis essays, but students’ future fields could require more comparable depth to the FYE-mandated benchmark research essay.

    • Review to come.

    • Review to come.