MIDTESOL Matters
Fall 2004
Keith S. Folse, Elena V. Solomon, Barbara Smith-Palinkas (2004). Top
20: Great Grammar for Great Writing. Reviewed by A. G. Stromsdorfer This letter-sheet-sized
book contains 303 pages divided into 20 chapters. The nine parts of speech are organized in the
logical order of importance and explained using introductory sections
followed by sample exercises. The first chapter on verbs is comprised
of 32 pages, so the organization devotes an average of 20 pages each
to the rest of the chapters. Verbs, being the hardest of any language
to master, are understandably accorded a longer segment in the overall
layout of the text. The organization of the chapters is quite functional
and would be a cinch to use in a program with the standard 16 to
20 weeks per semester that most colleges offer. An additional six
sections comprise The Appendix, offering an overview of the nine
parts of speech, lists of irregular verbs, comparative/superlative
forms of adjectives and adverbs, and hints on writing conventions. Each chapter begins
with a short explanation of what the student is to expect in the
following pages. This makes it easier for students to preview the
material before they get into the nitty-gritty. It also provides
a summary of the conventions of grammar. The chapters on word forms
offer students word development sections with keys to endings. This
is especially useful to teachers who may otherwise have to get a
supplementary vocabulary book when they wish to teach such vocabulary
information. Chapters 18 and 19 contain information
on some confusing grammar points, such as “because” versus “because
of”, differences between the usage of similar nouns and verb forms
not necessarily included in other similar grammar texts. The
chapters are concluded with suggestions on
writing using the elements just presented within the chapter, as
well as the website of the publisher for additional sites to get
further information on the material just studied. One can only surmise
that this repetition of the website is intended to save the student
from flipping back and forth to the front of the book where the address
could have been placed initially, and only once, as it is the same
address given at the close of each chapter. Having used Azar’s
Understanding And Using English Grammar
series in my ESL classes, I can safely say this book is a close runner-up
to those inimitable books, perhaps a knock-off version. What this
text does is combine the levels by condensing the material in one
book form. It contains similar exercises with similar illustrations.
What it lacks, in my opinion, is the space reserved for exercises
and the end-of-chapter quizzes. Busy teachers welcome such additions
materials writers provide for assessment, either within the student
text or separately in a teacher’s manual. This would be a good text
for a secondary school ESOL teacher working with intermediate levels. A. G. Stromsdorfer taught grammar, writing, and
literature for 21 years at |
