It is an introductory bridge course that strives to make learning a complex card game as simple as possible. By proceeding around the table and exploring bidding options, the system gradually builds upon itself until, at the end of the course, the entire system and how it operates becomes clear to the student.

Several factors make it unique among beginner books. First, chapter one thoroughly explains definitions and etiquette, rare in the beginner book world. A new player cannot proceed if he doesn’t understand bridge terms, nor can he bid and play well without distraction (“Director, please!”), if he doesn’t understand proper procedure.

Second, BUILDING BRIDGES maintains an awareness of the beginner’s perspective, explaining bridge in a way that the new (or returning) player will “get it” and internalize it.

Third, complex concepts that are difficult to absorb are introduced later rather than earlier, freeing the student to more quickly play the game.

Fourth, concepts are presented in a logical order, as if the student is in an auction, rather than being introduced at random.

For years, experienced players and mentors alike have often expressed dissatisfaction that beginning players don’t know the fundamentals of bridge. This lack of knowledge makes coaching difficult for those who want to help new players advance. BUILDING BRIDGES, and the rest of the BUILDING BRIDGES curriculum, clearly explains the basics.

Secondly, players use the principles of Modern Standard American, on average, over 90% of the time when playing 2/1. Therefore, it makes sense to teach new players the “ins and outs” of the system they will be using the most often. In the future, should they wish to implement the 2/1 variation of MSA, they are free to do so.

Yes. Both the book and media presentation have been edited and revised with student input.

Yes. The rudiments of the game are the same, whether the student plans to play casually or formally. The manual explains the game primarily from the duplicate perspective, but social information is presented alongside duplicate information so that the student will understand both styles, then he may play comfortably anywhere he chooses.

Certain properties of duplicate play are invaluable for teaching, and are recommended for use even for those students who plan to play socially. Bid boxes are a means to display auctions, allowing a student to see proper bidding. Without bid boxes, the student is not only pressured to remember what was said aloud, but must also remember and apply the concepts from the earlier discussion.

By using duplicate boards and the duplicate bridge card retirement method, each student keeps his hand for an interactive review, if desired. After use, the boards are passed to other students.

Since the majority of students learn visually and experientially, each class should start with a presentation, ending in card play geared exclusively toward reinforcement of newly learned skills. Hand diagrams expressly for BUILDING BRIDGES may be found in the Facilitator’s Guide.

You will find that there is not another book on the market quite like BUILDING BRIDGES. In addition to seventy pages of clear explanations, you’ll find over sixty tips, and nearly thirty pages of charts, definitions, tables, and quick-study guides — accommodating various learning styles — followed by a thorough index.