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Second Language Writing Second edition Paperback [Paperback]

4.03/5 (68 ratings by Goodreads)
(University of East Anglia)
  • Formāts: Paperback / softback, 320 pages, height x width x depth: 247x174x15 mm, weight: 660 g, Worked examples or Exercises; 34 Tables, black and white; 10 Halftones, black and white; 53 Line drawings, black and white
  • Sērija : Second Language Writing Second edition
  • Izdošanas datums: 04-Jul-2019
  • Izdevniecība: Cambridge University Press
  • Valoda: British English
  • Līmenis: Native Speaker / Teacher
  • ISBN-10: 1108456413
  • ISBN-13: 9781108456418
Citas grāmatas par šo tēmu:
  • Paperback
  • Pieejams tikai Igaunijā.
Second Language Writing Second edition PaperbackPalielināt
  • Formāts: Paperback / softback, 320 pages, height x width x depth: 247x174x15 mm, weight: 660 g, Worked examples or Exercises; 34 Tables, black and white; 10 Halftones, black and white; 53 Line drawings, black and white
  • Sērija : Second Language Writing Second edition
  • Izdošanas datums: 04-Jul-2019
  • Izdevniecība: Cambridge University Press
  • Valoda: British English
  • Līmenis: Native Speaker / Teacher
  • ISBN-10: 1108456413
  • ISBN-13: 9781108456418
Citas grāmatas par šo tēmu:
Authoritative and accessible, this book introduces the theory and practice of teaching writing to students of EFL/ESL learners. While assuming no specialist knowledge, Ken Hyland systematically sets out the key issues of course design, lesson planning, texts and materials, tasks, feedback and assessment and how current research can inform classroom practice.

This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues. It takes the clear stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experiences according to the expectations of particular communities of readers and the constraints of particular contexts. Review exercises, reflection questions, plentiful examples and a new extensive glossary make the book invaluable to both prospective and practicing teachers alike.

• Chapter end activities enable students to connect theory with practice and understand the relevant topics
• Basic concepts and theories are clearly explained with many examples to enable students to apply teaching principles
• Presents new research for teachers in an accessible and practical way, to help inform their teaching

Papildus informācija

Provides an accessible, comprehensive and practical introduction to current theory and research in second language writing and their classroom applications.
List of Figures x
List of Tables xii
Preface xiii
Acknowledgements xv
1 Writing and Teaching Writing
1.1 What is Second Language Writing?
2(1)
1.2 Guiding Concepts in Teaching L2 Writing
3(1)
1.3 Focus on Language Structures
3(3)
1.4 Focus on Text Functions
6(2)
1.5 Focus on Creative Expression
8(2)
1.6 Focus on the Writing Process
10(4)
1.7 Focus on Content
14(3)
1.8 Focus on Genre
17(4)
1.9 Towards a Synthesis: Process, Purpose and Context
21(4)
1.10 Summary and Conclusion
25(1)
Further Reading and Resources
26(1)
Discussion Questions and Activities
26(3)
2 Second Language Writers and Teaching Contexts
2.1 What is a Second Language Writer?
29(1)
2.2 Potential L1 and L2 Writer Differences
30(5)
2.2.1 Language Proficiency and Intuitions
30(3)
2.2.2 Writer Identities
33(1)
2.2.3 Learner Identities
34(1)
2.3 Potential Cultural Differences
35(9)
2.3.1 Conceptions of Knowledge and Writing
36(2)
2.3.2 Expectations about Teaching and Learning
38(2)
2.3.3 Attitudes to Voice and 'Textual Borrowing'
40(2)
2.3.4 Expectations of Textual Features
42(2)
2.4 Variations in Instructional Contexts
44(7)
2.4.1 EFL/ESL and Migrant Teaching Contexts
45(2)
2.4.2 Writing-to-Learn and Learning-to-Write Contexts
47(2)
2.4.3 Writing Centres
49(2)
2.5 Summary and Conclusion
51(1)
Further Reading and Resources
52(1)
Discussion Questions and Activities
52(2)
3 Course Design and Lesson Planning
3.1 What is a Writing Course?
54(1)
3.2 Aspects of a Writing Course
55(2)
3.3 Assessing Needs and Contexts
57(8)
3.3.1 What Are Needs?
58(3)
3.3.2 Collecting Needs Data
61(1)
3.3.3 Analysing the Learning Context
62(3)
3.3.4 Final Thoughts on Needs
65(1)
3.4 Setting Course Goals and Objectives
65(3)
3.5 Developing and Sequencing the Syllabus
68(6)
3.5.1 Developing the Syllabus
68(1)
3.5.2 Sequencing Syllabus Items
69(3)
3.5.3 Approaches to Syllabus Organisation
72(2)
3.6 Planning Units of Work
74(3)
3.7 Planning Lessons
77(2)
3.8 Summary and Conclusion
79(1)
Further Reading and Resources
80(1)
Discussion Questions and Activities
80(3)
Appendix 3.1 Example Lesson Plan for a Writing Class
83(1)
4 Texts and Materials in the Writing Class
4.1 What are Writing Materials?
84(1)
4.2 The Roles of Materials in the Writing Class
85(6)
4.2.1 Models
86(1)
4.2.2 Scaffolding
87(1)
4.2.3 Reference Materials
88(1)
4.2.4 Stimulus Materials
89(2)
4.3 Creating Materials for the Writing Class
91(8)
4.3.1 A Development Framework
91(2)
4.3.2 Selecting Texts
93(3)
4.3.3 Exploiting Materials
96(2)
4.3.4 Presentation and Evaluation
98(1)
4.4 Textbooks as Materials
99(7)
4.4.1 Pros and Cons of Textbooks
99(2)
4.4.2 Corpus-based Textbooks
101(1)
4.4.3 Evaluating Textbooks
102(3)
4.4.4 Adapting Writing Textbooks
105(1)
4.5 Materials and Authenticity
106(2)
4.6 Summary and Conclusions
108(1)
Further Reading and Resources
109(1)
Discussion Questions and Activities
109(2)
5 Tasks in the Writing Class
5.1 What are Writing Tasks?
111(3)
5.2 Designing Tasks
114(3)
5.3 Integrating Reading and Writing in Tasks
117(3)
5.4 Types of Writing Tasks
120(13)
5.4.1 Mechanics of Writing
120(2)
5.4.2 Language Scaffolding Tasks
122(6)
5.4.3 Composing Tasks
128(5)
5.5 Summary and Conclusion
133(1)
Further Reading and Resources
134(1)
Discussion Questions and Activities
134(3)
6 New Technologies in Writing Instruction
6.1 Why Use New Technologies in a Writing Class?
137(2)
6.2 Digital Writing
139(3)
6.2.1 Composing on Computers
139(1)
6.2.2 Incorporating Images
139(1)
6.2.3 Computers and L2 Writing Instruction
140(2)
6.3 Online Writing
142(7)
6.3.1 Writing and Online Writing
142(1)
6.3.2 Forms and Features
143(2)
6.3.3 Social Media in the Writing Class
145(2)
6.3.4 Hyperlinking
147(2)
6.4 Writing in New Contexts
149(4)
6.4.1 Collaborative Writing
149(1)
6.4.2 Wilds
149(2)
6.4.3 Blogs
151(2)
6.5 Managing Learning Online
153(10)
6.5.1 Virtual Learning Environments
153(2)
6.5.2 The Internet as a Source of Content Information
155(2)
6.5.3 The Internet as a Source of Language Data
157(1)
6.5.4 The Internet as a Source of Language Advice and Learning Materials
158(2)
6.5.5 The Internet and Similarity Checking
160(3)
6.6 Corpora in the Writing Class
163(4)
6.7 Summary and Conclusions
167(1)
Further Reading and Resources
168(1)
Discussion Questions and Activities
169(2)
7 Responding to Student Writing
7.1 What is Feedback?
171(1)
7.2 Teacher Written Feedback
172(11)
7.2.1 Is Teacher Feedback Effective?
172(1)
7.2.2 Student Preferences and Uses of Feedback
173(2)
7.2.3 Delivery of Teacher Written Feedback
175(2)
7.2.4 Responding to Errors
177(2)
7.2.5 Purposes and Pragmatics of Teacher Feedback
179(3)
7.2.6 Interpersonal Aspects of Feedback
182(1)
7.3 Teacher-Student Conferencing
183(5)
7.3.1 Advantages and Disadvantages of Conferences
183(1)
7.3.2 Forms of Conferences
184(1)
7.3.3 Planning for Conferences
185(1)
7.3.4 Conducting Conferences
186(2)
7.4 Peer Feedback
188(8)
7.4.1 Pros and Cons of Peer Review
188(2)
7.4.2 Implementing Peer Response
190(1)
7.4.3 Integrating Peer Review into a Writing Course
191(2)
7.4.4 Peer-Response Training
193(2)
7.4.5 Developing Self-assessment Skills
195(1)
7.5 Automated Writing Evaluation (AWE)
196(3)
7.5.1 What is AWE?
196(1)
7.5.2 Pros and Cons of AWE
196(2)
7.5.3 Integrating AWE into L2 Writing Classes
198(1)
7.6 Summary and Conclusion
199(1)
Further Reading and Resources
199(1)
Discussion Questions and Activities
200(2)
Appendix 7.1 A Cover Sheet for the First Draft of a Narrative Essay Assignment
202(1)
Appendix 7.2 A Peer-Response Sheet
203(1)
8 Assessing Student Writing
8.1 Why Assess Student Writing?
204(2)
8.2 Validity and Reliability Issues
206(4)
8.2.1 Reliability
206(2)
8.2.2 Validity
208(2)
8.3 Designing Assessment Tasks
210(6)
8.3.1 Instructions
211(1)
8.3.2 Prompts
212(2)
8.3.3 Rubrics
214(1)
8.3.4 Post-assessment Evaluation
215(1)
8.4 Approaches to Scoring
216(5)
8.4.1 Holistic Scoring
216(2)
8.4.2 Analytic Scoring
218(1)
8.4.3 Trait-based Scoring
219(2)
8.5 Portfolios
221(4)
8.5.1 Features of Portfolios
221(1)
8.5.2 Advantages and Disadvantages of Portfolios
222(1)
8.5.3 Designing, Managing and Assessing Portfolios
223(2)
8.6 Managing Assessments
225(4)
8.6.1 Dealing with Anxiety
226(1)
8.6.2 Managing Workloads
227(1)
8.6.3 Using Technology
227(2)
8.7 Summary and Conclusions
229(1)
Further Reading and Resources
229(1)
Discussion Questions and Activities
230(2)
Appendix 8.1 Holistic Marking Scheme
232(1)
Appendix 8.2 An Analytic Scoring Rubric
233(2)
9 Researching Writing and Writers
9.1 Why Research?
235(1)
9.2 Doing Research on Writing
236(1)
9.3 Getting Started Generating and Designing a Project
237(4)
9.3.1 Formulating a Topic
237(1)
9.3.2 Focusing the Topic
238(1)
9.3.3 Designing Research
238(3)
9.4 Collecting Data: Methods
241(8)
9.4.1 Elicitation: Self-report and Performance Data
241(3)
9.4.2 Introspection: Verbal and Written Reports
244(1)
9.4.3 Observations: Live or Recorded Performance
245(2)
9.4.4 Text samples: Examining Writing
247(2)
9.5 Approaches to Data: Methodologies
249(6)
9.5.1 Experimentation
250(1)
9.5.2 Ethnography
251(1)
9.5.3 Auto-ethnography
251(1)
9.5.4 Critical Analysis
252(1)
9.5.5 Text Analysis
252(1)
9.5.6 Meta-analyses
253(1)
9.5.7 Case Studies
253(1)
9.5.8 Methodologies and Perspectives on Writing
254(1)
9.6 Analysing Data
255(6)
9.6.1 Analysing Structured Data
256(1)
9.6.2 Analysing Unstructured Data
257(4)
9.6.3 Analysing Textual Data
261(1)
9.7 Reporting Research
261(2)
9.8 Summary and Conclusion
263(1)
Further Reading and Resources
263(1)
Discussion Questions and Activities
264(2)
Appendix 9.1 Extract from Observational Field Notes of an L2 Writing Class
266(2)
Appendix 9.2 Some Topics and Issues for Writing Research
268(2)
Glossary 270(10)
References 280(22)
Index 302
Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia. His research focuses on writing and academic discourse, having published over 240 articles and 27 books on these topics. He is founding co-editor of the Journal of English for Academic Purposes.
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