Introduction
Welcome to College, and Welcome to College Writing!
Everyone is a Writer?
Welcome, students! If you’re holding this book in your hands (or reading it on your screen, because hey, it’s the 21st century), chances are you’re about to start a college writing class. I titled this book First Year Writing for Everyone because, yes, everyone is a writer and every person brings something amazing to a writing classroom. You are a writer, and you are what makes a composition classroom so darn special. I also selected materials and created some of my own that resonate with everyone. I tried to think of situations and examples that are relevant or meaningful to you, and I’ve included assignments and exercises that challenge you because, frankly, that’s where all the great learning happens.
So when I say first year writing for everyone, who exactly do I mean?
If you’re the first in your family to be here, you will like this book. I was also the first in my family to attend college. First-generation college students are professional boundary-crossers. You’ve proven you can step into unfamiliar places, figure things out, and keep moving forward. Writing in college, believe it or not, isn’t all that different. It’s not about being born with the “writer gene” (spoiler: no one has one). It’s about learning the ropes, making mistakes, laughing at yourself when you get tangled up, and then trying again. Think of this book as your slightly eccentric guide who knows the trail but isn’t afraid to trip over a tree root right alongside you.
Speaking of family, if you are expected to play a big role in your household – watching younger siblings, attending doctor appointments with parents or grandparents, or working extra hours to help pay for utilities – the thought of setting boundaries with your family in order to focus on your studies sounds daunting. Trust me, I’ve been there. It’s so hard to say no when you begin your college journey and find yourself balancing work, family, and school. With most college students working at least one job (sometimes two!) and juggling family responsibilities, it might be safe to say everyone shares this struggle.
If you are a student athlete with a demanding schedule as well as a part-time job, I gotchu. Student athletes bring so many assets to a college writing course, namely, you are very familiar with the importance of practice and setting goals. Writing is no different from a sport. No one wakes up in the morning pitching a shut-out or breaking the college’s field goal record. Similarly, no writer has ever woken up and written the greatest novel as a first and only draft. Student athletes know that perseverance over time leads to success and we’ll learn that the writing process is all about the long game.
If you’re a working parent and a caregiver to your own parents, and you’re nervous about how you’re gonna handle this whole college thing, the readings and materials in this text help refresh the writing skills you already have. You will also impress the heck out of your younger classmates with all the prior experience and wisdom you’ve acquired. They will admire your tenacity and stick-with-it-ness, and you’ll inspire them to achieve their goals no matter the obstacles or barriers that stand in their way. The materials in this text will make your transition back to school feel like you’re being whisked away on a spa retreat. Okay, I may have overpromised on that one. But you should definitely reward yourself with that spa retreat when you graduate!
If your brain works a little differently, you’re in good company here. If your mind tends to wander, or you think you’re going “off topic” while writing an essay, I simply see that as your brain forming more paths and possibilities for what you want to say. Maybe your attention to details or preference for following linear processes come in handy during the writing process. Also, your super special interest is what makes you super special, and the world needs more writing from passionate people like you. By the way, my special interest is the rock hyrax. These animals’ closest living relative is the elephant. Isn’t that crazy? They are also known for making twenty unique sounds! From a gentle kitten-like meow to a loud and annoying AWAWA!, they are like mini-emo elephants. It’s illegal to own one as a pet, but I follow a couple of hyrax owners on Instagram. One of the owners dresses her hyrax in cute outfits. Oh, did you know they are also potty-trained?
What was I saying? Oh, yeah. This book is designed to celebrate all the wonderful assets that you bring to the writing classroom. These aspects of your identity aren’t roadblocks; they’re superpowers you can use to create super good writing. (I know there is probably a better word to replace “super good,” but sometimes I just like to keep it real.)
Here’s the truth: writing in college can feel intimidating at first. Professors toss around words like “rhetoric” and “discourse” as if everyone learned them in preschool, and suddenly you’re wondering if you accidentally signed up for a secret society. But don’t worry—we’ll translate the jargon and walk through the processes step by step. You’ll discover that writing isn’t about showing off big words; it’s about saying something that matters and saying it clearly. My hope is that you also recognize the power of effective writing. Your words and ideas aren’t just assignments you submit for points. Your words and ideas can change the world! As author Margaret Atwood said, “A word after a word after a word is power.”
What’s In This Book?
In assembling this text, I tried to find readings and videos that you would find helpful, interesting, relevant, and challenging. I also wrote some parts of it myself especially in places that needed content designed especially for you. Each chapter focuses on a specific aspect of the writing process and one chapter in particular has the materials and assignments for all the major writing projects in Composition I and II. The materials in each chapter vary. You’ll encounter articles written by other composition instructors, images, visuals, and YouTube videos that complement and enhance the concepts we’re learning, and links to worksheets, handouts, and exercises that help develop a reading, writing, and research practice. Like other textbook authors have mentioned, this text is a “use it as you need it” resource, which means it’s not the kind of text you have to read fully from beginning to end. While the order of the chapters made sense to me, that doesn’t mean you can’t skip around, read ahead, or revisit content if a concept still doesn’t stick. In fact, I hope you use it in a way that is helpful to you.
An exciting feature of this text is that you will also make contributions because everyone is a writer–especially you! The student voice is important to me, and you will have opportunities to author parts of the book. The possibilities are endless – you can provide one of your finished writing projects as an example for future students to read, or maybe you can write an “advice column” with tips on an assignment. The best part about this is that the activities and assignments are the contributions, which really gets you into that published writer mindset! The worst part about this is that you do not get paid. But I will reward you with snacks.
Oh, here’s another bonus of First Year Writing for Everyone: this also includes materials and readings for Composition II, which is a required course if you want to complete a bachelor’s degree. While the materials are designed to build upon those for Composition I, it’s also totally cool if you took Composition I already, and use this text only for Composition II. You might encounter references here and there to Composition I readings, or you’ll notice how much I refer to the power of writing. It is my goal that students in Composition II use ethical research practices to put knowledge into action. While traditional college research essays just sit on a professor’s desk until they are graded for points and return with feedback, a few Composition faculty now urge students to create research-supported arguments delivered to target audiences, as in, real people. Our book will showcase several examples of research projects from former students that give you an idea of expectations.
What’s Next?
Another goal of this text is that we use rhetorical concepts to respond to important issues. Namely, we will explore how artificial intelligence affects our lives. While it is a great innovation, should we be more mindful on how and when to use it? Does it strengthen our critical thinking or weaken it? How much energy is used to generate all this text, images, video, and other media? How do AI platforms impact copyright issues and ownership profits?
Somewhat related, we’ll also analyze the role that tech devices and social media play in our communication and relationships with each other. Smartphones and social media were designed to create connection, increase access to information, promote safety, improve learning, and enhance productivity. While all these innovations have been revolutionary, their capabilities are also causing significant damage, and the readings and materials in our text will confirm as well as challenge our perspectives on this issue.
Broadly and ambitiously speaking, our text attempts to break down the fourth wall of the course where assignments and projects have greater value than points, and where value and worth are determined by their potential to motivate and mobilize people.
But no pressure, though.
Take a deep breath. Crack your knuckles. Put on some comfy pants. Make yourself a cup of hot cocoa. Okay, now it sounds like we are camping in the woods. Nope – we are writing – but I suppose you can write a darn good essay in a cabin in the woods in your comfy pants drinking hot cocoa as long as the wifi is strong. This book is your invitation to tinker, take risks, and grow into a writer who can hold their own in any classroom and make a difference in the world.
And even if I said this before, I’ll say it again: I gotchu.
Acknowledgements
My college has a committee that approves OER proposals and awards stipends for the work. I’d been thinking about doing this for a couple of years and finally decided to submit a proposal especially since I’d notice a gap in OER resources from diverse authors and content that leverages and supports community college students. I’m thankful to have been awarded the time and support to design a text that incorporates appropriate resources as well as engages students with challenging rhetorical concepts.
Many thanks to Lauren Kosrow for supporting my journey and sharing my enthusiasm for designing a student-centered and student-driven text. I can’t say I did not spend three hours on Unsplash looking for the perfect JPEG, but I can say I did create the most organized chapter outline for the import process.
Karin Evans and Robyn Schiffman, thank you for your guidance and endorsement. Like our students, I do my best work when I feel validated and supported.
Lastly, I am grateful for all the caring, knowledgeable first year writing faculty whose work I have included in this text. Thank you for writing words that speak to students.
