Why did we produce a second edition? The first edition of Grammar Choices was published in 2012, so it’s had a healthy life-span of 6 years, but of course academic English hasn’t changed much in that time! With any second edition, you have to strike a balance between adding and changing enough to justify a new edition, while not alienating users who liked the first edition. There’s always going to be a reading, exercise, or example that you’re angry at me for dropping (sorry).
A new collection which I helped edit has just been published by the University of Michigan Press. Supporting Graduate Writers: Research, Curriculum, Program Design (Simpson, Caplan, Cox, & Phillis, 2016) is the first edited volume to discuss options in designing writing support for graduate students writing in English both as their first or additional language. You can find it on the Press’s website, amazon.com, and all fine booksellers. The blurb is below the break. Thanks and congratulations to editors Steve Simpson, Michelle Cox, and Talinn Phillips as well as the amazing cast of contributors. It was a fascinating project to work on.
Tamara Jones has written a lovely two-part description of my recent workshop on genre-based pedagogy and Inside Writingat Howard Community College. Her writing is so vivid, I almost feel I was there. OK, I actually was there, but if you weren’t, you might enjoy reading about how she was converted to genre-based writing and the teaching/learning cycle. Thanks for the kind shout-out, Tamara!
Oxford University Press has just released the greatly improved 2nd edition of Q: Skills for Success. (UPDATE: The second edition of all levels in the series is now available for ordering. The first edition will remain available for at least another year, but check all this with your local Oxford representative.)
It’s been nearly 5 years since the first edition came out, and it’s been incredible to see it adopted by so many schools and universities around the world. For this second edition of Q: Reading/Writing 5 (co-authored by Scott Douglas and myself), we’ve updated the content, added some new readings, and responded to two common requests from teachers: more reading comprehension exercises (done!) and more writing models (done!). The models are especially exciting as they show students attainable standards of writing and include exercises that help them analyze why the writing works. The design is more appealing, and there’s a great big “Q” on the cover, so you can’t miss it. There’s also a video built into every unit and much tighter integration with the online practice site, now called iQ. Get it? I … Q … Can’t imagine why we never thought of that before. Oh, and the teacher presentation software, iTools (which I love using in the classroom!) comes on a USB stick, so no more installations from the DVD, which will cheer up our tech crew.
I’ll be sharing ideas for teaching from the new edition at JALT in Shizuoka, Japan, and also at Oxford Japan’s Professional Development Day in Kyoto in November. For samples, please contact your friendly Oxford rep. I hope you like it!
The webinar was hosted by Oxford University Press to introduce the pedagogy behind OUP’s new textbook series, Inside Writing. I explained the stages of the Teaching/Learning Cycle and demonstrated how we use it to teach academic, realistic genres such as product reviews, arguments, summaries, and data commentaries. We even did a successful Joint Construction: collaborative writing with a worldwide audience of over 100 people I couldn’t see interacting via a chat box!
And yes, the piece of paper on the table was my cheat sheet (I don’t get a teleprompter!). It was actually quite easy to tie my book into AWGS because Swales & Feak’s approach to writing is inextricably linked to language (grammar and vocabulary), and they were already using a somewhat functional approach to grammar. In fact, the third edition has a wonderful expanded discussion of old-new information patterns, which I develop in the last unit of Grammar Choices (my students’ favorite part of the book, usually).
We put a lot of thought into how much new terminology to introduce in Grammar Choices, and on the advice of Chris Feak (as in Swales & Feak) and our mutual editor, Kelly Sippell, I tried to stick to terms (technically, a metalanguage) that would be familiar at least to North American readers and especially to those using AWGS. I also wrote an expanded introduction which explains concepts that are a little less frequently used here, as well as a glossary. I was greatly encouraged at the recent Genre 2012 conference to hear Jim Martin, no less, of Sydney University endorse teaching materials that simplify systemic functional grammar’s daunting metalanguage into familiar terms, so hopefully my attempt to use functional principles with more “traditional” (structuralist) terminology will help writers benefit from the major insights of functional grammar without me having to explain it or them having to learn it!
I just got word that my new textbook, Grammar Choices for Graduate and Professional Writers, has been printed and will be on show at the Symposium of Second Language Writing at Purdue this week (which is also when I’ll get my hands on an advance copy!).
You can also see it here on the University of Michigan Press website and download Unit 1 to whet your grammatical appetite!
Update (9/6/12): I just saw a pile of the books here at SSLW. Makes it all seem rather more real!
Since I last wrote, a very patient typesetter has decoded the multiple layers of corrections and changes made by the editor, development editor, and myself to the “copy” (the marked-up version of the manuscript) and set the text as it will look in the printed book. I then read through everything to make sure nothing had slipped through and everything still made sense. Independently, a proofreader checked for typos, inconsistencies, and other oddities. Then, the editor–the wonderful Kelly Sippell, ESL manager for the University of Michigan Press–reconciled the two sets of proofs and scoured the whole book with her eagle eyes. That led to a bunch of gently worded questions like “are you sure this reference to section 4.11 is correct?” (there is no section 4.11). With those resolved, the book marches on towards final editing and printing, appearing on the shelves some time in September, we expect.
The strangest error we found was in a table of statistics that I’ve used in a data commentary exercise. The table shows how different generations use social media for job hunting. It’s from an authentic source, but I mistyped the labels so that the generations covered were X (18-29), Y (40-47), and boomers (48-65). Yep, I created a missing generation … which includes me! For the record, Generation Y is defined in the report as 30-47. That’s why we have proofreaders to make sure our bread doesn’t fall flat.
My new textbook, Grammar Choices for Graduate and Professional Writers is one step closer to publication! This a picture of the copyedited manuscript (about a ream of paper!), which I have reviewed, revised, rewritten in places, and am now ready to put in a big box and send it to Ann Arbor.
This has been a really fascinating step in the development of the book because it involved a development editor who was not familiar with the project checking every word I wrote and making suggestions and corrections. Quite a lot has been changed at this stage – we found examples that didn’t make sense, exercises which were too hard, and explanations which were rather strange! My students have helped by pointing out questions they couldn’t answer and answers that didn’t fit the questions.
Now, the managing editor will review my comments and make final decisions, and then a typesetter will figure out how to interpret the multiple layers of notes to turn the manuscript into “pages” (basically a PDF proof of the book), which will be checked and revised again before we go to print. And good luck to the typesetter, as you can see!