The teacher’s guide includes a CD-ROM (suitable for Apple’s OSX, Windows, and Linux) and mid-course and end-of-course writing exams. The exam items are a mix of multiple choice, sentence construction, and paragraph writing and are based on the topics covered in the units. Also included on the CD-ROM is a detailed rubric for scoring learners’ written paragraphs. The materials were developed for postsecondary learners, and the topics covered are designed for both EFL and ESL classrooms. The recommended steps for the instructor to follow while imparting the lesson are laid out under the “Procedure” heading in the teacher’s guide. In addition to the step-by-step instruction, there are also suggestions for class management. Each writing skills section includes an extension activity, which is designed either to build on what students have already learned or to offer students a chance to write a reflection on what they have learned. It should be noted that some of the extension activities in the writing section are occasionally dependent on the students having completed the other skills activities (e.g., reading, research) in the unit. One additional writing activity is available at the back of the teacher’s guide.

As with all of the levels in the Headway Academic Skills series, the Introductory Level consists of 10 units on a diverse array of topics. As one might expect, the topics in the Introductory Level (e.g., Meeting People, Signs and Instructions) are not as complex as those found in the more advanced levels (e.g., Urban Planning, Free Trade) and are similar to what one would find in any number of general English course books. Authentic materials would have been beneficial for learners using this textbook even if they had to be slightly adjusted for level. The content also consists of extremely basic material for those students above the beginner level (e.g., Alphabetical Order, Telling Time).

Additionally, the aims of each writing section are clearly defined in the teacher’s guide, but they are noticeably absent from the student’s book. In my view, this is unfortunate because clearly defined objectives inform students of what they can expect and what is expected of them. However, this omission can be easily rectified by the instructor copying this information on the board at the beginning of the lesson.

The warmer activities (referred to as “Lead In Activities”) are satisfactory, but they are not overly creative (e.g., “Ask your classmates who have been abroad recently, and then find out where they went”). Another concern is that more often than not, the Lead In for the writing section is a speaking activity. Perhaps this choice made by the authors, along with my previously stated concern about creativity, is due to this being a textbook targeted for beginning-level students. That being said, as students are about to engage in writing activities, asking them to put words on paper is the optimal choice even if it is only a 5-minute stream-of-consciousness task or the creation of a list of topic-related vocabulary.

For instructors using this textbook solely for writing materials, the extension activity could prove to be quite useful. A significant feature is that the “Aims,” “Procedures,” and answer key are included for these activities, which can be photocopied. The Procedure section of the teacher’s guide is particularly well written in clear and concise language, and there is a small icon which alerts the instructor to the appropriate answer key for the exercises. This is something that is often overlooked by authors and publishers with additional activities outside of the standard unit materials.

There are multiple academic skills textbooks available in the marketplace, and Oxford can count its Headway series as a valuable contribution. In the introduction to the teacher’s guide, the authors state that the aim of the writing section for each unit is to help learners “become more efficient and effective in their studies by developing strategies to produce more coherent writing, and make clear, appropriate and relevant notes from academic texts” (p. 4). Generally speaking, the authors and publisher have met their goals with Headway Academic Skills: Reading, Writing and Study Skills—Introductory Level. This textbook is most certainly a useful resource for writing instructors; however, for those who teach a writing-specific course for beginners, the materials should be considered only supplementary.