M. E. Sokolik (2000)

Tapestry Reading 4 (A revised Edition of Global Views)

Boston: Heinle & Heinle 

Reviewed by A.G. Stromsdorfer

The Tapestry series has undergone a new edition, and this book addresses the needs of the student at the upper levels of the reading skills classes. Its 222 pages contain ten chapters, which are well-outlined in detail for a quick reference for both the teacher and the student. In addition to the student text, an Instructor's Manual, as well as a video for both the level 3 and 4 readers, is offered. The overall appearance of the book makes it suitable for both secondary or higher education ESL programs. 

Each chapter states a learning strategy promoting “active learning,” follows through its promised concept with several short readings, which progressively become longer, and contains various vocabulary development exercises. Timed readings inserted into the later chapters will more than likely help students to pick up speed and become better active readers. Pictures, cartoons, and related marginal comments lend the text an interesting variety. 

One of the organizational aspects that immediately attract one’s attention is the introductory guidelines to using the book: the stated goals and learning strategies; and the meaty, thought-provoking readings promise to retain the readers’ interest.

Each chapter contains four related readings followed by exercises to test comprehension and retention. Some of the exercises are geared to invite interaction, and some to be filled in on one’s own. The vocabulary selections that are introduced in each chapter are already highlighted so the student can easily identify them. 

The CNN video clips will initially lend topicality to the readings, but will become outdated in a few more years. Also, at this advanced stage of learning, it would be advisable to offer more vocabulary for the student to read and acquire. Additionally, more ways of developing vocabulary could have been given. Nonetheless, each teacher may wish to add her own methods of vocabulary development to supplement this text.

At this initial glance, I have to say that this text looks promising as a guide to improving reading and vocabulary skills. As one who has used the lower version, level 3 Thresholds, for several years successfully, I would like to add that I am looking forward to teaching from this version in the near future. 

Ayse Gursel Stromsdorfer is an associate professor of English as a Second Language at St. Louis University. She may be contacted at stromsag@slu.edu.

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