Running head: TEXTBOOK EVALUATION PAPER
Textbook Evaluation Paper
Susan Howard
University of Montevallo
ED 512
Dr. Cook
November 7, 2011
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TEXTBOOK EVALUATION PAPER
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I. Abstract
This paper is an evaluation of Writer’s Choice: Grammar and Composition, an eighth
grade textbook published in 2009 by McGraw-Hill in Columbus, OH. Mark Lester, Sharon
O’Neal, Jacqueline Jones Royster, Jeffrey Wilhelm, and Denny Wolfe were the textbook’s
program consultants. This evaluation will determine the suitability of the Writer’s Choice
textbook for the eighth grade classroom, addressing both the subjective and objective readability
of the textbook. Subjective readability will include discussion of the book’s vocabulary and
symbol usage, syntactic maturity, graphic aids, instructional/learning support, and other factors.
Objective readability will include the findings of the Irwin-Davis Readability Checklist and the
SMOG Analysis.
II. Subjective Readability
A. Vocabulary/Symbol Usage
Writer’s Choice consistently emphasizes new vocabulary by offsetting important words
in boldfaced type. For example, on page 60, the text presents several ways to organize ideas as
part of “The Writing Process” unit: “To describe something, you sometimes arrange the details
in order of location, or spatial order…To narrate a story, you’d usually arrange the events in the
order in which they happened, or chronological order” (Lester, O’Neal, Royster, Wilhelm &
Wolfe, 2009). Spatial order and chronological order jump out at the reader as terms to remember.
Unfortunately, there is no review of key terms at the end of each lesson (section) or unit. The text
also lacks a glossary, which would aid students in finding definitions quickly.
Overall, the dialect seems appropriate for the intellectual and maturity levels of the target
grade. The following excerpt is from the “Narrative Writing” unit’s lesson on “Establishing Point
of View”:
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Many short stories and other narratives are told from the third-person point of view. That
is, the author uses the pronouns he, she, it, and they. In the following narrative poem, the
poet uses the pronoun she because the main characters are the Island Queen and her
daughter. From what you know about the history of the American Revolution, you may
be able to figure out who these characters are. (Lester et al., 2009, p. 166)
This paragraph contains less than ten three-syllable words. The vocabulary should be familiar to
students at the eighth grade level, and the final sentence activates students’ prior knowledge of a
subject. Additionally, since pronouns are significant indicators of point of view, they are offset
by italics.
B. Syntactic Maturity
The vast majority of the text is written in the second person, addressing the reader as
“you.” Many sentences are imperative, telling the reader what to do. Here is an example from the
“Expository Writing” unit: “Follow your introductory statement with the body of your answer.
Include information from your notes as you write your supporting details. Then write a
conclusion that restates your beginning statement and summarizes your answer” (Lester et al.,
2009, p. 224). The text also includes declarative sentences, e.g. “Content words are the key
words that relate to subject matter” (Lester et al., 2009, p. 224), and interrogative sentences, e.g.
“Do they contain the same number of items? Will every item be used only once?” (Lester et al.,
2009, p. 719).
For the most part, sentences are fairly short and simple. However, there are occasionally
complex or compound sentences. Complex and compound sentences occur more often in the
“Literature Models” that accompany each unit. For example, on page 257, “When Maya Lin
returned to Yale, she made a clay model of the vision that had come to her in Constitution
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Gardens. She showed it to Professor Burr; he liked her conception and encouraged her to enter
the memorial competition” (Lester et al., 2009). The first sentence contains a dependent clause
(“When Maya Lin returned to Yale”) and the second sentence contains to independent clauses
joined by a semicolon.
It makes sense that the text uses mostly short, simple sentences, only occasionally
inserting a compound or complex sentence. At the eighth grade level, students are just starting to
ease into using longer, compound and complex sentences in their own writing. However, the
more often students are exposed to advanced writing, the sooner they will become comfortable
with it.
C. Graphic Aids
Newkirk (2008) argued that today’s textbooks are overloaded with graphic elements that
distract from the reading. Writer’s Choice balances text and graphics, primarily using graphics as
reinforcement of information presented in the text. The text has a wide variety of graphic aids
such as pictures, pull-out comments, and graphic organizers such as tables. These aids have
varying shapes, sizes, and colors. Students may have difficulty relating to the somewhat dated
photographs; however, the photos help to break up large amounts of text. Graphics are especially
useful in Part 2 of the textbook, “Grammar, Usage, and Mechanics.” This portion of the book is
almost entirely grammar exercises, so photos and graphics are a refreshing break. Also, graphic
organizers help to reinforce key concepts. For example, on page 461, comparative and
superlative adjectives are introduced. After defining the terms, the text presents examples in
three different graphic organizers, making the concept very easy to understand (Lester et al.,
2009).
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D. Instructional/Learning Support
Rex, Brown, Denstaedt, Haniford & Schiller (2005) discussed language-in-use, or
practical applications of language, of which Writer’s Choice makes good use. For example,
Lesson 5.6 is titled “Answering an Essay Question” (Lester et al., 2009, p. 222). Students will be
faced with essay questions on standardized tests, for college admission, and even on some job
applications. This section directly relates an instructional concept to student experiences,
preparing them for a task that they will see again and again in life. Another example of a link to
student experiences is the “Connect to Your Life” question at the end of each “Literature
Model.” On page 95, the “Connect to Your Life” question says, “Basketball is a competitive
game. Think about how you compete in sports and other parts of your life. In what ways are you
like the players in ‘The Game’? In what ways are you different?” (Lester et al., 2009).
The text offers significant opportunity to practice the concepts it presents. Each lesson
ends with “Writing Activities.” For example, Unit 3 is “Descriptive Writing,” and Lesson 3.2
includes a prompt to “Write a Description of a Walk”:
Think of a walk you take often. It could be down the hall of your school or through a
park. List the sensory details from your walk. Use the details to write a paragraph
describing your walk. Have a friend read and comment on your description. Take into
account your friend’s comments as you revise your writing. (Lester et al., 2009, p. 121)
Writer’s Choice also offers supplementary writing activities online. At the end of each unit, at
the bottom of the “Writing Activities” page, there is a box that says “Log On. Writing Online.
For more writing and grammar practice, go to glencoe.com and enter QuickPass code
WC87703p1” (Lester et al., 2009, p. 163).
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The grammar units are full of exercises that allow students to practice applying the
concepts they have learned in the text. Each lesson explains a concept and then includes
exercises that use the concept. For example, Lesson 8.2 is titled “Sentences and Sentence
Fragments,” and its exercises are “Identifying Sentences and Sentence Fragments” and
“Correcting Sentence Fragments” (Lester et al., 2009, pp. 361-362).
Each unit in the textbook has a page-long unit review titled “Reflecting on the Unit:
Summarize What You Learned.” Each review includes a series of questions for reflection that
summarize the unit’s main ideas. The unit reviews are helpful; however, a short summary at the
end of each lesson, perhaps before the “Writing Activities,” would reinforce ideas as the students
move along. This would be especially helpful for some of the longer units so that students do not
forget information presented early on by the time they get to the unit review.
E. Other Factors
The organizational pattern of Writer’s Choice is very easy to follow. The textbook is
organized into three parts: “Composition;” “Grammar, Usage, and Mechanics;” and “Resources
and Skills.” Each part is divided into units, and each unit is divided into lessons. The cover has a
bright, green background, with the title in large gold type and a number of photographic
elements, among them a picture of Anne Frank, a newspaper clipping, a laptop, a type writer, a
letter and a pen. The large font size throughout the text is reader friendly. The book feels very
durable, bound with a thick, heavy cover.
III. Objective Readability
Stein, Stuen, Carnine & Long (2001) discussed the importance of research-based criteria
for evaluating textbooks in the adoption process. In my evaluation of Writer’s Choice, I
completed the Irwin-Davis Readability Checklist and the SMOG Analysis. In the Irwin-Davis
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assessment, Writer’s Choice earned fairly high marks in the understandability, learnability, and
reinforcement categories. The text’s lowest scores were in the motivation category. Grammar is a
difficult subject to make interesting, and students may have difficulty relating to the outdated
photographs within the textbook. Furthermore, the grammar exercises require little thought and
have very little application to students’ lives. The SMOG Analysis revealed that Writer’s Choice,
a textbook for the eighth grade classroom, is actually at a ninth grade reading level. However,
Case, Ndura & Righettini (2005) presented research indicating that students acquire language
best when it is presented just beyond their current level of understanding. Therefore, eighth grade
students might benefit from the challenge of reading a textbook slightly above their range.
IV. Final Recommendation
Overall, I believe that the strengths of Writer’s Choice outweigh its weaknesses. I would
recommend the textbook to an adoption committee. The text is clearly organized in an easy-tonavigate format. It presents new concepts through language that is easy for students to
understand, and it contains a variety of writing activities to coincide with each instructional
concept. The book also employs graphic organizers to reinforce key ideas. However, I would
also recommend that teachers supplement the textbook with their own activities and with novels
or other literature appropriate for the grade level. Pitcher & Fang (2007) discussed the
importance of well-designed stories with satisfying endings to capture student interest. Students
are not going to find those elements in a grammar textbook. In order to keep students motivated,
teachers should incorporate literature that meets those terms into their classes.
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V. Appendices
Appendix A
Annotated Bibliography
Case, R. E., Ndura, E., & Righettini, M. (2005). Balancing linguistic and social needs:
Evaluating texts using a critical language awareness approach. Journal of Adolescent &
Adult Literacy, 48(5), 374-391.
This article discusses a need to bridge the gap between the development of linguistic skills and
the academic needs of ESL students. The authors suggest that there is too much focus on
language acquisition and not enough attention to the economic, social and political issues that
ESL students and their families face. The main argument is that instruction and curriculum for
ESL students should include discussion of how to counter the racial, social, and educational
inequities in the lives of ESL students. All educators, not just ESL teachers, need to gain an
understanding of diversity. The article describes the four stages of Critical Language Awareness:
reflection, systemizing, explanation, and developing practice. It describes language as a social
process. Then the article goes on to review and evaluate two popular language arts textbooks:
Voices in Literature and High point: Success in language, literature, content.
Newkirk, T. (2008). When reading becomes work: How textbooks ruin reading. National
Association of Independent Schools, Retrieved from
http://www.nais.org/ismagazinearticlePrint.cfm?print=Y&ItemNumber=150490
The premise of this article is that children stop reading for enjoyment as they reach middle and
high school. Newkirk suggests that textbooks are to blame, failing readers in four categories:
authorship, form, venue, and duration. Modern textbooks do not have one author, but rather a
number of developers that have little connection to the words on the page. Thus, textbooks lack
point of view and voice. The form and layout of textbooks contain too many distractors such as
sidebars, photographs, and captions. Readers are pulled in too many directions to know which
elements require the most attention. In his discussion of venue, Newkirk says that anthologies are
overwhelming for students. They also know that their reading skills will be tested, so reading
becomes work rather than enjoyment. In the final category, duration, the author suggests that
textbooks are far too long to captivate readers’ attention. Students have no drive to read a
textbook from cover to cover as they might a popular novel.
Pitcher, B., & Fang, Z. (2007). Can we trust levelled texts? An examination of their reliability
and quality from a linguistic perspective. Literacy, 41(1), 43-51.
This article explores the reliability and quality of Reading Recovery (RR) leveled texts. Texts are
assigned levels based on their simplicity or complexity. Through an analysis of 20 texts at five
TEXTBOOK EVALUATION PAPER
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different levels, the study finds that there are inconsistencies in the complexity of texts among
the same RR level. The study judges the quality of texts based on story structure and ending and
their use of rhythmic and natural-sounding language. Approximately 35 percent of the selected
texts lacked either a well-defined story structure or a satisfying ending. When these elements are
lacking, texts can be difficult to follow and thus readers may be discouraged from finishing
them. The article urges teachers to get to know their students’ needs, interests, and backgrounds
so that they are not forced to rely on leveling or readability formulas to select appropriate texts.
Furthermore, teachers should educate themselves about the factors determining text difficulty
and quality so they can better judge the appropriateness of texts for their students.
Rex, L., Brown, D. W., Denstaedt, L., Haniford, L., & Schiller, L. (2005). Understanding and
exercising one’s own grammar: Four applications of linguistic and discourse knowledge.
English Teaching: Practice and Critique, 4(3), 111-140.
In this article, four English educators examine the use of language in the classroom. The article
refers to language as the utilitarian medium for constructing and reconstructing classrooms,
teachers, and students. The authors promote the study of language-in-use rather than language as
an abstract system. The article suggests that teachers consider the sensibility and relevance of
language in different social contexts. The authors are interested in what happens when teachers
and students make use of their knowledge of language and its practices. They suggest that by
changing their language, teachers and students can change social practices. Ultimately, the article
suggests that classrooms become a venue for discussion, teaching, learning, and application of
awareness-raising and change-producing linguistic tools.
Stein, M., Stuen, C., Carnine, D., & Long, R. M. (2001). Textbook evaluation and adoption.
Reading & Writing Quarterly, 17(1), 5-23.
This article promotes careful examination of the procedures used to evaluate instructional
material. It points out several weaknesses in the textbook adoption process. These weaknesses
include lack of training for educators on textbook adoption committees, lack of time allocated to
textbook adoption, quantity over quality decisions made by all teacher votes, and lack of
research-based criteria for selecting instructional materials. The article does offer
recommendations for improvement of the textbook adoption process, including an adoption
timeline, revised criteria for adoption committee membership, and clearly defined committee
responsibilities. The article goes on to discuss the development of screening and evaluation
instruments and suggests specific guidelines for textbook evaluation.
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Appendix B
ACCESS Analysis
Your Name: Susan Howard
Date:_9/28/11___
Book Info here (using APA formatting)
Lester, M., O’Neal, S., Royster, J., Wilhelm, J., & Wolfe, D. (program consultants). (2009).
Writer’s choice: Grammar and composition. Columbus, OH: McGraw-Hill.
Directions: Use this activity to better understand the textbook for your most difficult class. Its
purpose is to teach you how the textbook works by showing you what it is made of and how
these elements are organized.
unit introductions
Types of Text
1. Skim through the book and make a list
lessons
of all the different types of documents or
writing activities and questions
types of text you will have to read
“GrammarLink” pull outs
(include graphic texts like graphs, maps). sample writing pieces (student models)
literature models
graphic organizers
unit reviews
“GrammarLink” pull out boxes appear throughout
Sidebars and Pull Boxes
2. Find examples of pull out boxes or
the book. They are offset by green boxes which
sidebars. What kind of information
contain important grammar tips.
appears in these? Are they standardized
“Student Models” are in red boxes and
throughout the book (e.g., “Profiles in
“Literature Models” are in blue boxes.
History,” “Science in the Workplace”)?
Lesson titles are in large, red font. Within lessons,
Feature: Typography
3. Find examples of different type faces
section headings are big and bold, a couple of
and styles. Write down the examples and
sizes bigger than the body text, but smaller than
where they appear (e.g., large, bold type
the lesson title. The body text is in a fairly large
for chapter titles (e.g., 24 point font), 18
font, probably 14-pt. Sometimes, important
point font for subheadings throughout the concepts within the body text are in bold-faced
chapter). How does this book use boldtype (e.g., on p. 60: spatial order, chronological
faced type? What does it mean when they order, compare and contrast ideas). Specific
use italicized words?
words are also bolded to highlight parts of speech
in sample sentences (e.g. p. 545). Italics are rarely
used.
For the most part, the textbook uses red, blue, and
Feature: Color
4. Does the textbook use color to convey
green for titles, headings, and special features like
information (e.g., what does it mean when charts and organizers.
you see words in red ink on the page?)
The textbook uses proofreading symbols to show
Feature: Symbols and Icons
5. Does the textbook use symbols or icons grammatical errors in sample sentences. A table
to convey information? (e.g., if you see an of the symbols and their meanings is provided
icon with a question mark in it, what does inside the back cover of the book.
that mean? Are you supposed to do
something, like ask a question? Does it
TEXTBOOK EVALUATION PAPER
mean this is a potential test question? Or
is it a link to a theme running throughout
the book?)
Features: Images and Graphics
6. What kind of information accompanies
illustrations or images? Find examples of
a map, chart, and a photograph and then
look for captions or sidebars that explain
or discuss the image. How is the image
identified (e.g., Figure 2.6)?
Organization
7. How are chapters organized? Make a
brief but accurate outline.
Navigation: Headers and Footers
8. Look at the top and bottom of the pages
of the book. These are called the header
and footer. What kind of information is
contained in this space? What do you
notice as you flip through 50 consecutive
pages (e.g., does the content of the header
or footer change? If so, in what way, for
what purpose?)
Testing! Testing!
9. Imagine you must now prepare for a big
test. What features of this book would
help you to prepare for that test? (Hint:
Do not limit your answer to the practice or
study questions).
Note-making Strategies
10. Q Notes or Outline Notes would
probably help you the most while reading
this book. Read a page and create an
example for yourself of what good notes
for this book will look like. You could
also use Post-It notes to annotate your
textbook since you cannot write in it.
Reading Speed
11. While your teacher times you, read
one page of the book, taking notes as you
normally would while reading it for
homework. How long did that take you?
Now do the math: If your teacher tells you
to read the opening section for tomorrow
and this section is 10 pages long, how
much time do you need to allot for your
11
Most photos have captions or are directly related
to the text. Literature and Student models have
yellow boxes with lines directing the reader to
important details or asking questions to prompt
the reader to think further.
The textbook is organized into 3 parts:
Composition; Grammar, Usage, and Mechanics;
and Resources and Skills. Each part is divided
into units, and each unit is divided into lessons.
At the beginning of each new unit or lesson, there
is a label in the upper left corner of the page (e.g.,
LESSON 3.1). At the bottom of each page, the
left corner has the page number, unit number, and
unit title. The right corner has the lesson number,
lesson title, and page number.
Students could review the literature and student
models for each unit, as well as any graphic
organizers. Each lesson includes writing activities
in which students can apply the skills they have
learned. I would also encourage them to take note
of any bolded words.
Pages 138-139
Descriptive Writing
 Planning
 Prewriting (brainstorming)
 Drafting (organizing and beginning)
My roommate timed me reading a page, which I
completed in less than one minute. Assuming my
students do not read as fast as I do, I’ll plan two
minutes per page. In that case, it would take
students 20 minutes to read ten pages. However,
the lessons in this textbook are about four pages
each, so it would likely take the average student
around ten minutes to read a lesson.
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homework in this class?
Concerns
12. After familiarizing yourself with this
textbook, you may have concerns or
questions. Getting these answered up front
might help you read the textbook with
greater success and confidence. Take this
time to list any concerns you might have
(e.g., reading speed, vocabulary).
From just flipping through it, I don’t have any
major concerns about this textbook. I would
probably have to try using it in the classroom
before I really understood its faults.
Appendix C
Irwin-Davis Readability Checklist
Textbook title: Writer’s choice: Grammar and composition.
Copyright date: 2009
City, State Abbreviation of Publication: Columbus, OH
Publisher: McGraw-Hill
Directions: This checklist is designed to help you evaluate the readability of your classroom
texts. It can best be used if you rate your text while you are thinking of a specific class. Be sure
to compare the textbook to a fictional ideal textbook rather than to another text. Your goal is to
find out what aspects of the text are or are not less than ideal. Finally, consider supplementary
workbooks as a part of the textbook and rate them together.
5 = Excellent, 4 = Good, 3 = Adequate, 2 = Poor, 1 = Unacceptable, NA = Not applicable
Understandability
4 Are the assumptions about students’ vocabulary knowledge appropriate?
4 Are the assumptions about students’ prior knowledge in content area appropriate?
4 Are the assumptions about students’ general experiential backgrounds appropriate?
NA Does the teacher's manual provide the teacher with ways to develop and review the
students' conceptual and experiential backgrounds?
4 Are the new concepts explicitly linked to the students' prior knowledge or to their
experiential backgrounds?
5 Does text introduce abstract concepts by accompanying with concrete examples?
5 Does the text introduce new concepts one at a time with a sufficient number of examples for
each one?
5 Are definitions understandable and at a lower level of abstraction than the concept
being defined?
4 Is the level of sentence complexity appropriate for the students?
5 Are the main ideas of paragraphs, chapters, and subsections clearly stated?
5 Does the text avoid irrelevant details?
4 Does the text explicitly state important complex relationships (e.g., causality, conditionality,
etc.) rather than expecting the reader to infer them from the context?
TEXTBOOK EVALUATION PAPER
NA Does the teacher's manual provide lists of accessible resources containing alternative
readings for the very poor or very advanced readers?
3 Is the readability level appropriate (according to a readability formula)?
Learnability
4 Is an introduction provided for in each chapter?
5 Is there a clear and simple organizational pattern relating the chapters to each other?
5 Does each chapter have a clear, explicit, and simple organizational structure?
5 Does the text include resources such as an index, glossary, and table of contents?
5 Do questions and activities draw attention to the organizational pattern of the
material (e.g., chronological, cause and effect, spatial, topical, etc.)?
4 Do consumable materials interrelate well with the textbook?
Reinforcement
5 Does the text provide opportunities for students to practice using new concepts?
5 Are there summaries at appropriate intervals in the text?
4 Does the text provide adequate iconic aids such as maps, graphs, illustrations, etc. to
reinforce concepts?
4 Are there adequate suggestions for usable supplementary activities?
3 Do these activities provide for a broad range of ability levels?
5 Are there literal recall questions provided for the students' self-review?
4 Do some of the questions encourage the students to draw inferences?
5 Are there discussion questions which encourage creative thinking?
5 Are questions clearly worded?
Motivation
NA Does the teacher's manual provide introductory activities that will capture students'
interest?
4 Are chapter titles and subheadings concrete, meaningful, or interesting?
3 Is the writing style of the text appealing to the students?
3 Are activities motivating? Will activities make students want to pursue topic further?
5 Does the book clearly show how the knowledge being learned might be used by the
learner in the future?
3 Are the cover, format, print size, and pictures appealing to the students?
5 Does the text provide positive and motivating models for both sexes as well as for
other racial, ethnic, and socioeconomic groups?
Readability Analysis: Summary
Weaknesses
1. On which items was the book rated the lowest?
readability level, broad range of ability levels, appealing writing style, motivating
activities, appealing images, etc.
2. Did these items tend to fall in certain categories?
Motivation was the category with the most 3s.
3. Summarize the weaknesses of this text.
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TEXTBOOK EVALUATION PAPER
The text’s major weakness is its appeal to students. Overall, I feel that the photos and
references are dated and that most students will not feel motivated by reading this text.
4. What can you do in class to compensate for the weaknesses of this text?
I can find or generate alternate resources that are more current and interesting to the
students and their experiences.
Assets
1. On which items was the book rated the highest?
Most items earned high ratings.
2. Did these items fall into certain categories?
Understandability and Learnability were the categories with the highest scores.
3. Summarize the assets of this text.
The text does a good job of explaining difficult concepts in simple terms. The text also
provides practical application of grammar concepts.
4. What can you do in class to take advantage of the assets of this text?
I can refer students to the textbook for explanations and examples of concepts that they
are unsure about.
Appendix D
SMOG Analysis
No. of words with 3 or more syllables
Textbook Sample
p. 8 “Notes to yourself…on the right.”
17
p. 304 “Then a strange…backyards were
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deserted.”
p. 727 “Standardized tests are…the next item.”
10
Total: 39
The approximate square root of 39 is 6. 6+3=9. Therefore, the approximate grade level is 9.
Since it is an eighth grade textbook, the vocabulary may be a bit advanced.
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VI. References
Case, R. E., Ndura, E., & Righettini, M. (2005). Balancing linguistic and social needs:
Evaluating texts using a critical language awareness approach. Journal of Adolescent &
Adult Literacy, 48(5), 374-391.
Lester, M., O’Neal, S., Royster, J., Wilhelm, J., & Wolfe, D. (program consultants). (2009).
Writer’s choice: Grammar and composition. Columbus, OH: McGraw-Hill.
Newkirk, T. (2008). When reading becomes work: How textbooks ruin reading. National
Association of Independent Schools, Retrieved from
http://www.nais.org/ismagazinearticlePrint.cfm?print=Y&ItemNumber=150490
Pitcher, B., & Fang, Z. (2007). Can we trust levelled texts? An examination of their reliability
and quality from a linguistic perspective. Literacy, 41(1), 43-51.
SMOG Readability Formulas. (2011). Readability Formulas. Retrieved from
http://www.readabilityformulas.com/smog-readability-formula.php
Rex, L., Brown, D. W., Denstaedt, L., Haniford, L., & Schiller, L. (2005). Understanding and
exercising one’s own grammar: Four applications of linguistic and discourse knowledge. English
Teaching: Practice and Critique, 4(3), 111-140.
Stein, M., Stuen, C., Carnine, D., & Long, R. M. (2001). Textbook evaluation and adoption.
Reading & Writing Quarterly, 17(1), 5-23.