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Details if other :. Thanks for telling us about the problem. Return to Book Page. Confident writers succeed. Whether you aim for a career in the business, nonprofit or government world, good writing equips you to stand out. In this accessible and reader-friendly book, Natalie Canavor shares a step-by-step framework to help you write strategically, win opportunities, and perform better on the job.

Business Writing Today, Second Editio n, gives you tools, techniques and inside tips drawn from the worlds of journalism, corporate communications and public relations. Get A Copy. Kindle Edition , pages. More Details Other Editions 1.

Friend Reviews. To see what your friends thought of this book, please sign up. To ask other readers questions about Business Writing Today , please sign up. Be the first to ask a question about Business Writing Today. Lists with This Book. This book is not yet featured on Listopia. This book also has an introduction to making games with 2D graphics using the Pygame framework. Scratch 3 Programming Playground teaches you how to program in Scratch, the graphical programming language from MIT for ages 8 to It features 8 game and art projects.

Additionally, there are also many video tutorials on YouTube from the author's website, Invent with Scratch. There is also an online Udemy course that follows the book, and you can sign up for free.

This course covers the old Scratch 2 version. It will be updated in the future. Making Games was written as a sequel for the same age range as Invent with Python. Once you have an understanding of the basics of Python programming, you can now expand your abilities using the Pygame library to make games with graphics, animation, and sound.

The book features the source code to 11 games. Buy on Amazon Read Online for Free. Use these links to receive large discounts:. There are several programming tutorial videos I create on my YouTube channel :. All of my books are free to download and share under a Creative Commons license and have been part of Humble Book Bundles benefitting charities. Very nicely scaffolded! The interface seemed to be working correctly. I was able to read everything, and things seemed to be correctly placed.

I was not sure if the blue text was supposed to be linked. I was unable to click it and go to any links which were typically references to other chapters within the text, so it wouldn't be impossible to locate those items - just tedious. The text appears to have been impeccably edited. All of the writing lesson content was modeled within the text. Items that were incorrect were clearly labeled as being examples of poor writing, or were clearly used for the purpose of applying identification and editing skills.

This text appears to be quite sterile when it comes to cultural sensitivity. Given the audience, the examples are typically American with some culturally diverse names thrown in. The examples given weren't particularly indicative of one race, ethnicity or background or another. In some ways, I am thankful for the lack of contrived cultural sensitivity. I didn't note anything that would create a barrier to culturally diverse populations, other than the assumptions that are made based upon american culture such as the notion that we have all had a job at one time or another, or at least have some understanding of the concept of employment.

This book has much to offer. I think it will be very workable and pliable for use by instructors who chose it. One of the classes I teach is a freshman composition writing lab that focuses on sentence level errors and sentence clarity. This is a super resource for that type of class.

The book contains all sentence, grammar and mechanics concepts that are The book contains all sentence, grammar and mechanics concepts that are essential to teaching students to recognize and repair sentence-level errors. The Table of Contents clearly outlines all of the all of the component of the book. As far as being the main source for a first semester freshman composition class, if I used it, I would certainly supplement it with more readings, but for freshman composition sentence level instruction, this book is very thorough.

My comprehensive rating reflects that particular focus. The descriptions of the concepts are very detailed, and these descriptions are very accurate, explaining the concept with correct sample sentences. Since the primary focus of this book is the grammatical concepts that impact sentence issues, the text will not necessarily need updating.

Of course, MLA formatting guidelines do change, so these changes will will need to be updated within the book, but the general sentence concepts presented in the majority of the book will not soon become obsolete. All portions of the book are very clearly presented. Grammar can be confusing to first semester freshman composition students, but the explanations are clearly presented.

Examples are clearly connected to the grammar explanations. Terminology is consistent within the text. Within the framework of a composition lab class, this text is consistent, covering all essential components covered in the course scope.

The clarity with how the concepts are presented in the Table of Contents allows instructors to pick and choose which the concepts will be presented and the order of presentation. The book has a clear organizational flow considering that I would use this book for a composition lab that has a sentence practice focus.

The sentence concepts build logically on each other. No interface issues occur when accessing the chapters, and there are no display features that distract the reader. The lessons are presented very clearly, and the practice exercises are easy to follow. This is a text that I would consider using for a composition lab course sentence practice focus. I would also consider using the text for first semester freshman composition, but using the text for that type of course would require finding supplemental readings.

In other words, despite some weaknesses, this text serves the function of an OER, and parts of it could be utilized In other words, despite some weaknesses, this text serves the function of an OER, and parts of it could be utilized widely. Overall, I would not feel comfortable using this as a primary text to teach rhetorical modes, including argumentative research writing, but I would use it as a supplementary text.

I also appreciated the beginnings of chapters, which effectively addressed the questioning student and established the context. The text emphasizes some extraneous subjects while understating other topics that would be important to many composition courses. I would recommend an overall reorganization of the text, moving chapter 8 writing process toward the front, for example, while moving chapters 2 sentences , 3 punctuation , 4 words , and 5 ELL toward the end--to emphasize higher order concerns, first; lower order concerns, second.

The attempt to include a pseudo student to shed light on the subject is sometimes helpful Mariah, Chapter 8 but sometimes forced and not developed enough to be useful Crystal, Chapter 1. There is no index or glossary, and in the PDF I was using there was no table of contents, though this is available elsewhere. There will always be subjectivity in the delivery of academic writing advice because of varying preferences and changing ideas about what is appropriate or inappropriate.

The author avoided pop culture and current event references, which was smart. The writer avoided convoluted, wordy prose, and wrote in a tone appropriately formal yet conversational and relatable. The text did not seem self-referential.

The paragraph on p. In the discussion of the SQ3R Strategy on p. The four academic purposes in Chapter 6 should be obviously highlighted at the beginning of the section rather than listed in the middle of the paragraph without emphasis p. I located a few interface issues in my reading of the text: On p.

So, despite any weaknesses addressed, this is still a valuable resource for faculty who are trying to lower the barriers to student success in their classrooms through the adoption of OER resources. I recommend the text, but study it carefully to determine how it will be used in your specific writing courses. It is probably best used as a supplementary text.

What I look for in a writing text at this level is flow from simple to complex: word placement and part of speech up through essays. This text follows that format beautifully.

One glaring omission is fragment and run-on work. This is such a This is such a common issue at this level. I would also want to see more transition from sentence to paragraph, not just paragraph to essay. There are a couple of underdeveloped sections as the topics grow in detail: for example, nine rhetorical modes are discussed, which is a wide array, but within each section there is not much elaboration or examples.

But overall, there are appropriate exercises after concepts are introduced. The text provides a solid framework for instructors to build upon as they see fit. The table of contents are easy to navigate and generally well-organized. I especially appreciate the inclusion of research and citation — it is well-done. The lessons and examples are true to the field. The structure mirrors most other texts in organization and usage. The research and citation sections are more-or-less current. One could update or mold portions into a larger discussion on grammar concepts like punctuation, or writing for description.

The links work. I see at least one MLA rule that has changed since , but it's relatively minor, and easily updated. Grammar-heavy texts can be tricky for students because there are so many labels, like 'rhetorical mode,' that they know the definitions of, but have not heard the terms themselves. This text keeps that jargon to a minimum, so that students can focus on the concept and not the vocabulary. Subject-verb agreement is the least accessible, but that is often difficult to explain for any text, and the exercises support the instruction.

Parallelism could be defined more cleanly. The research section is quite clear. The learning objectives are clear enough as to be useful tools themselves. Exercises are often post-concept and always post-chapter. Learning objectives are defined at the beginning of each section. Each section resembles the others, and for that reason can be easily modulated - but there are no clear cumulative assignments.

These chapters can stand alone quite easily. This works especially well for instructors like myself who teach grammar concepts side-by-side with writing concepts - they will pair closely in this model. The end-of-chapter exercises could easily be used as pretests as well as post-tests. Chapter 13 on research documentation is slightly self-referential, but the sections are unlikely to be taught separately and it doesn't feel overdone. As previously mentioned, chapter 8 on getting started might be moved forward.

Ideally the text would pair the writing process stages directly with modes, as they do change given the purpose The reading examples might be closer to the chapter on modes, instead of at the end after research. Within chapters, flow is sensible and straightforward. The layout and structure is simple and clean.

Charts keep their shape even when window size is minimized. The clear table of contents is navigable by both scroll and click. Grammar texts especially need to be spotless; I spotted no errors. Most importantly, there is consistency in structure and punctuation, for example in learning objectives from chapter to chapter. Most important in this volume are the sample essay readings. Linked and cited authors include various time periods and controversial yet not sensitive topics.

The text is to be commended for inclusion of essays from at least five different races and a variety of worldviews. A solid framework and foundation for essay writing. The book could be used for a class specifically about writing, or as a companion to another course. Modules on research and citation are of specific relevance to a variety of content areas, and the extra essays in the final chapter can inspire debate and argument both in writing and verbal discussion.

This textbook is amazingly comprehensive--probably more than any teacher actually wants. It covers strategies for success in college, reading, grammar, spelling, drafting, revising, thesis statements, and various rhetorical modes. Unfortunately, it does not include an index.

The table of contents is fairly detailed, however. The content is accurate: rules for spelling and punctuation and general rhetorical content are presented as any writing instructor would expect. More explanation about rules for grammar and punctuation would be nice: for example, the explanation of the dash is "to set off information in a sentence for emphasis.

The main portions of this text will not become outdated. The section on readings, however, is already problematic. The book offers one reading example per mode, and then others as links.

Just in a quick survey of links in two of the rhetorical modes, I found five that were no longer operational. To be fair, the book does try to get around that problem with multiple link sources for the same essay, but I found this strategy confusing, as it tends to look as if there are more readings available than actually are present. In the future, as with any textbook including readings, there will be a need to provide up-to-date topics.

I found the book very readable. There is little or no jargon. This book would be appropriate for a freshman in college. The page design is consistent: examples and exercises are similarly formatted and easy to locate.

The author uses fictional student names to illustrate how some principles might be applied in real life. In the "Exercise" sections, the book does refer the studen to other parts of the chapters.

All the examples I found, however, referred the student to sections within the same chapter and not out to other chapters of the book. For example, in the Exercises for Ch. The topic of thesis statements does not come up until Chapter 9, which seems terribly late.

If I were teaching from this text, I would probably skip from Chapter 1 to Chapter 6, and use Chapters grammar and spelling as references. The display seems fine: I read it online rather than downloading. One benefit to the online format is the search window at the top, which offers a kind of substitute for indexing. The only problem I ran into was that several links to the readings in Chapter 15 were nonfunctional.

Student example names used seem to cover a variety of ethnic backgrounds, but most are women's names. Readings cover a wide spectrum of ethnicities. This is generally a well written textbook. However, there are two problems that instructors will encounter in using it: 1 it is not organized pedagogically, so instructors will need to consider the order of readings carefully, and not just move chapter by chapter through the book.

Finally, I have grave reservations about the ethics of using weblinks for essentially all the current readings in a textbook.

I understand that using links in an online class for one-time readings is fine, but many of these links especially those that remain functional are to publications that have paying subscribers, such as The New Yorker. I would feel better about using a textbook that actually had permission to use other writers' work as a permanent fixture of the book. This text covers a range of topics students might need while building reading, critical thinking, research, and writing skills in developmental to upper division courses.

I believe it is safe to say that this book will be useful for a long time. The book is accessible to students entering a course with various levels of academic preparation and experience.

Each chapter begins with learning objectives and ends with takeaways. Throughout each chapter, there are charts and exercises to clarify and emphasize key content. Clearly marked sections focus on student success strategies, grammar and punctuation, and approaches to composition. Instructors could easily select the chapters most relevant to individual reading and writing courses at all levels. The book is structured very well. It begins with reading strategies and helping students transition from a high school to college learning environment.

It moves into sentence-level techniques, including specific areas for English language learners. The text also includes sections on the writing process, rhetoric, research, documentation, and presentation. While I do not see anything I consider offensive, I do believe few of my students would "see themselves" in this text.

The sample names like "Steve" and "Jones" and sample essay topics baseball, video game addiction do not suggest a recognition of the broad cultural diversity instructors encounter in college classrooms today.

For me, this lack of inclusiveness marks the main weakness of this text. The text is very comprehensive. There are sections that are useful for many different writing levels, from students in need of grammar and punctuation instruction to research writing.

Also, each section is nicely developed with examples, Also, each section is nicely developed with examples, explanations, and exercises. This text has great longevity. I can imagine using it for many years because the examples are not time-sensitive. This is a great book to accompany a reading list or anthology. This is one of the first things I noticed about the text. I really like the tone and style of the writing. It is clear and does not over-complicate ideas.

The author clearly has experience with first-year writing students because it is written in a clear, accessible way. I appreciate the consistency of this text.

The terminology is direct and logical, and students will find it easy to get a broader understanding of a topic because the text provides links to other parts of the text where the term is mentioned.

Also, the chapter organization is perfect for first-year students who do not want long, meandering chapters. I will be using this book in modules for different writing classes. For example, it is easy to teach the grammar and punctuation sections in a remedial course and leave them out in research writing courses. Each section is very well developed. The topics are nicely organized in this text. Each chapter has the same features, so students know what to expect.

I am particularly impressed with the section Writing at Work, which gives students a sense for how each strategy is used in the workplace. Overall, the interface is very easy to read. The one improvement that should be made is, at least in my screen view, the student writing samples are hard to read because they are small and in a difficult font. I am particularly impressed with the grammar and punctuation chapters. I have used many different books to teach these topics, and have found that they are often explained in complicated, technical language.

I will definitely use these chapters in my classes. Writing for Success includes all the topics I cover in a developmental writing class, plus a large chunk on research papers. It covers grammar and constructing paragraphs and essays in a comprehensive manner. For developmental writing, I did For developmental writing, I did find that Chapter 2 was a bit light on the parts of speech. For instance, in one exercise students must identify adverbs and adjectives, but there is no real explanation of them first.

However, the sentence practice in regard to subjects, verbs, and independent clauses was solid. Chapter 6 on purpose, tone, audience, and content was excellent. I haven't seen those elements addressed in quite the same way sometimes barely at all in other textbooks I have used.

I was also pleased with the links to articles and essays. More on this in relevance and cultural relevance. Content is accurate, error-free, and unbiased. The author includes a variety of links to additional readings and does an excellent job of covering different sides of an issue.

For instance, he is sure to link to articles arguing both for and against the use of torture. Because grammar, language, and writing change fairly slowly, the content here is relevant and lasting.

Some articles may become dated, but those are easy to change. Many of them won't need to be replaced anyway because, regardless of their dates, they are still good examples and, obviously, in writing and literature older works are critical to examine. One of the sample essays was written in Certainly our outlooks on the material has changed the role of wives , but the piece is still a good and creative example of a definition essay--and fodder for discussion.

The text is clear and accessible for upper-level remedial students and still works for level courses. The student examples are useful, but a few of them were not especially compelling or strong examples and could be replaced. It is consistent. I thought the repetition of sections such as "writing at work" and "key takeaways" were helpful for students absorbing a lot of information. The organization of sections made the text easy to follow. At first I thought it would be better organized by integrating the writing samples in the last chapter into the instructional chapters, but ultimately, I found that grouping the types of content grammar in one area, writing instruction in one, samples in another, and so on made accessing content easier--especially because they are also cross-referenced within the chapters.

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