Text book analysis

.Write a double-spaced analysis of a composition textbook. You are encouraged to use the terms and theories covered in class so far, and also some common terms for categorizing composition textbooks below. The explanations are taken from Carr, Carr, and Shultz’s Archives of Instruction.

There are a few different types of composition textbooks:
•    Rhetorics: “typically propose theoretical ways of mapping the instructional field and articulate systematic principles about language, style, invention, and discourse…” (17)
•    Readers: “instruct students in the analysis of texts and provide a storehouse of cultural materials on which to practice the art of reading” (17-18)
•    Composition textbooks: “rooted in rhetorical traditions…[but] are innovative in the ways they draw on theories of child development…and in the new pedagogies they create” (18).
•    Handbooks may or may not be seen as belonging to the same category as composition textbooks. They typically focus on presenting the basics about writing process, citation styles, and mechanics.

Little Brown Handbook 10th Ed
With an eye toward the composition syllabus you proposed. Consider the following questions:

1- Can the textbook be easily categorized using the terms above?
2- Which elements did you find most fruitful in your analysis?
3- Does it seem to offer contradictory or mixed messages in its discourse about writing, rhetoric, ideology, students, etc.?
4- What can you infer about the author(s), and what can you find out through research?
5- What level of college class does this book seem to be best fit for?
6- Would this text be appropriate for the goals you outline in your syllabus? Why or why not? [This question must be addressed in your analysis.]

Consider Rendlemann’s close analysis of Reading Culture as an example of how we can read a textbook critically, but you do not have to employ his theoretical terms.