Teaching and Researching Writing 4th edition [Mīkstie vāki]

Contents

Series Editor Preface

Preface

Acknowledgements

SECTION I

Understanding Writing

1

An Overview of Writing

1.1

Text-Oriented Understandings

1.2

Writer-Oriented Understandings

1.3

Reader-Oriented Understandings

1.4

Conclusion

Further Reading

2

Key Issues in Writing

2.1

Writing and Context

2.2

Literacy and Expertise

2.3

2.4

Academic and Disciplinary Writing

Writing, Technology and Digital Literacy

2.5

2.6

Multimodal Writing

Writing and Identity

2.7

English, Dominance and Writing

2.8

Conclusion

Further Reading

3

Quandaries and Possibilities

3.1

Writing Instruction and Culture

3.2

3.3

Information Technology and Social Networks

Writing Wikis and Blogs

3.4

Multimodal Writing Instruction

3.5

Writing Instruction and Plagiarism

3.6

3.7

Writing Instruction and Written Corrective Feedback

Automated Writing Evaluation (AWE)

3.8

Conclusion

Further Reading

SECTION II

Researching Writing

4

Research Practices and Issues

4.1

Reflective Practice

4.2

Practitioner Research

4.3

Research Design

4.4

Research Methods

4.5

4.6

4.7

Research Methodologies

Research Topics

Conclusion

Further Reading

5

Research Cases: Observing and Reporting

5.1

Questionnaire Research on Teachers Writing Book Reviews

5.2

Experimental Research on Peer Response

5.3

Interview Research on Academic Blogs

5.4

Protocol Research on Primary Students Writing Strategies

5.5

Diary Blogs Research on Drafting a Research Paper

5.6

Keystroke Logging Research on Writing Strategies

5.7

Conclusion

Further Reading

6

Research Cases: Texts and Contexts

6.1

Genre Analysis Research on Grant Proposal Abstracts

6.2

Corpus Research on Learner Uses of Lexical Bundles

6.3

Case-Study Research of a Chinese Doctor Writing for Publication

6.4

Ethnographic Research on Student Peer Review of Writing

6.5

Multimodal Research of Elementary Students Maths Writing

6.6

Synthesis Research on the Effectiveness of Peer Feedback

6.7

Conclusion

Further Reading

SECTION III

Teaching Writing

7

Approaches to Teaching Writing

7.1

Text-Oriented Approaches to Teaching

7.2

Writer-Oriented Approaches to Teaching

7.3

Reader-Oriented Approaches to Teaching

7.4

Conclusion

Further Reading

8

Teaching Writing: Materials and Practices

8.1

Research Writing: A Series of Advanced Writing Guides

8.2

Corpora in Writing Instruction

8.3

Leaner blogs

8.4

8.5

Writing Teaching and Academic Word Lists

Scaffolding School Literacy: Writing Frames

8.6

Wikis in the writing class

8.7

Writing Portfolios: Pedagogy and Assessment

Further Reading

9

Teaching Writing: Classes and Courses

9.1

Writ 101: A Modified Process Approach

9.2

Genre in Australian Schools

9.3

English for Clinical Pharmacy: A Specific EAP Course

9.4

Go for GoldWriting for a Reason

9.5

Data Driven Learning for Research Postgraduates

Further Reading

SECTION IV

Exploring Writing

10

Significant Areas and Key Texts

10.1

Literacy and writing

10.2

Rhetoric

10.3

Scientific and Technical Writing

10.4

Professional and Business Writing

10.5

Academic Writing

10.6

Journalism and Print Media

10.7

First-Language Writing

10.8

Second-Language Writing Instruction

10.9

Pragmatics and Writing

10.10

Translation Studies

10.11

Literary Studies

10.12

Writing using digital technologies

10.13

Writing and Multimodal Texts

10.14

Writing and Forensic Linguistics

10.15

10.16

Writing and young learners

Creative Writing

11

Key Sources on Writing

11.1

Research Sources: For analysis and study of writing

11.2

Teaching sources: For practitioners and learners

Glossary

References

Index

Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia, UK.