Writing:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford
Oxford Univ. Press
2005
|
| Ausgabe: | 2. ed. |
| Schriftenreihe: | Resource books for teachers
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XI, 154 S. Ill., graph. Darst., Kt. |
| ISBN: | 0194421902 9780194421904 |
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Datensatz im Suchindex
| _version_ | 1804135269874532352 |
|---|---|
| adam_text | Contents
The author and series editor 1
Foreword 3
Changes to this edition 5
Introduction 7
How to use this book 17
Level Time Aims Page
(in minutes)
1 Communicating 20
1.1 Exchanging letters Elementary to advanced 10 To provide an opportunity to 24
with your students write more extensively to the
teacher as participator in
real communication
1.2 Sharing journals Elementary to advanced 10 To provide an opportunity to 26
with students exchange ideas, reflections, and
opinions with the teacher
as participator
1.3 Keeping a reading Intermediate to advanced 40 50 To provide writing practice 29
journal integrated with reading
1.4 Sharing cultural Intermediate 40 50 To use cultural information as a 31
information prompt for sharing writing
1.5 Making a class Elementary to advanced 40 50/week To encourage responsibility and 32
magazine autonomy in self selected
extensive writing
1.6 Carrying out Elementary to advanced 40 50/week To provide a project framework 34
mini projects for generating topics for writing
1.7 Giving directions Elementary to intermediate 40 50 To use the principle of task 37
dependency to create an
audience and the need for clear
and coherent writing
1.8 Asking for and giving Intermediate to advanced 40 50 To create an incentive for 38
advice writing by providing other
students as an audience
Contents | vii
Level Time Aims Page
(in minutes)
1.9 Jigsaw story writing Elementary to 40 50 To use the principle of 40
upper intermediate information gap to motivate
group writing
1.10 Writing a newscast Elementary to advanced 40 50+ To give an opportunity for writing 42
in order to perform for an
audience of fellow students
1.11 Internet greetings Elementary to intermediate 50+ To write real messages to other 43
students using the Internet
1.12 Using emotive language Intermediate to advanced 40 50+ To help students appreciate the 44
use of emotive language to create
dramatic style
1.13 Changing style Intermediate to advanced 40 To help students appreciate 45
differences between formal and
informal style according to
audience
2 Composing 50
2.1 Making mind maps Lower intermediate to 30+ To introduce and encourage 56
advanced the pre writing strategy of
making notes
2.2 Using a diagram Intermediate to advanced 30+ To introduce a logical pre writing 58
of ideas activity for writing a formal for
and against essay
2.3 Pyramid discussion Lower intermediate to 40 50+ To help students generate ideas 59
advanced and organize them for a
description
2.4 Brainstorming Intermediate 50+ To help with the task of 60
generating ideas before writing
2.5 Making linear notes Intermediate 40+ To help with the pre writing 62
activities of listing ideas, selecting
and grouping, and organizing
them into a plan for writing
2.6 Imagining dialogues Elementary to 30+ To help students write relevant 63
upper intermediate content by imagining the reader s
questions
2.7 Working from opening Beginners to advanced 40 50+ To help students develop 65
sentences a sense of direction in narrative
writing
2.8 Freewriting Lower intermediate to 30+ To provide a strategy for 66
advanced dealing with writer s block
2.9 Cubing Intermediate to advanced 40+ To provide an invention process 68
of considering a topic from six
different perspectives
viii | Contents
Level Time Aims Page
(in minutes)
2.10 Using visuals to focus Elementary to advanced 20 30+ To help students see the 69
a description importance of selection and
focus in writing a description
2.11 Writing poetry Lower intermediate to 15+ To create an opportunity for 70
advanced expressive writing
2.12 Using opinionnaires Lower intermediate to 30 40+ To provoke response and 73
advanced reaction to a topic as preparation
for composing
2.13 Using journalists Intermediate to advanced 45+ To encourage the collection of 76
questions facts from various sources in
order to create a text
2.14 Reporting interviews Elementary to intermediate 45+ To encourage generating content 78
for writing through interviews
2.15 Conducting a survey Lower intermediate to 40+ To encourage research for 79
advanced report writing
3 Crafting 81
3.1 Describing a person Elementary 40 50 To organize content for an 90
informal description of a person
in a letter to a friend
3.2 Writing a biography Intermediate to advanced 40 50 To select and organize content 92
for a biography
3.3 Developing an Advanced 60+ To organize a set of arguments 94
argument into a structure of statement,
point, and evidence
3.4 Organizing a contrast Upper intermediate to 50+ To organize points in a contrast 95
and comparison essay advanced and comparison essay
3.5 Writing a book review Elementary to advanced 50+ To select categories of content and 97
organize ideas for a book review
3.6 Writing instructions Lower intermediate to 40+ To give warnings using 100
advanced imperatives in a public notice
3.7 Developing a cause and Intermediate to advanced 50+ To organize ideas in a leaflet 102
effect argument explaining effects, using
appropriate logical connectives
3.8 Organizing a Upper intermediate 30 40+ To develop an understanding 104
classification to advanced of the organization of a formal
scientific classification
3.9 Using connectives of Intermediate 40 50+ To elaborate an argument 106
addition using connectives of addition
3.10 Using connectives of Intermediate 30+ To practise connectives of 107
concession concession in a letter of
complaint
Contents I ix
Level Time Aims Page
(in minutes)
3.11 Time sequencing in Intermediate 50+ To describe events in a 109
a story fictional narrative using time
adverbials for sequencing
3.12 Organizing general and Advanced 40 50 To understand how paragraphs 113
supporting statements can be used to organize
information in academic writing
3.13 Working with language Elementary to advanced 30+ To focus on grammar and 115
using dictogloss sentence structure in writing
4 Improving 117
4.1 Raising awareness Elementary to advanced 30+ To encourage students to think 126
about writing about their own approach to
writing
4.2 Raising awareness Elementary to advanced 30+ To raise awareness about what 128
about text quality makes a good piece of writing
4.3 Evaluating plans Intermediate to advanced 30+ To encourage students to review 129
their ideas and organization after
initial planning
4.4 Writing in a group Lower intermediate 30+ To encourage a shared process of 130
to advanced revision through group discussion
4.5 Conferencing Elementary to advanced 5 To encourage writers to talk 131
about their writing and reflect on
the process
4.6 Reviewing a draft for Elementary to advanced 30+ To encourage individual revision 133
content with the use of guidelines
4.7 Using taped comments Elementary to advanced 10 To help students revise their 134
on first drafts writing using verbal comments
from the teacher
4.8 Peer conferencing Upper intermediate 10+ To aid revision by encouraging 136
on drafts to advanced student feedback on each
other s work
4.9 Reformulating Upper intermediate 20+ To give students the opportunity 137
to advanced to analyse and discuss
organization and accuracy in their
own and each other s work as
part of the revision process.
4.10 Peer editing using an Elementary to advanced 40 To give students practice in 139
editing code identifying errors in their own and
fellow students work
4.11 Self editing for Elementary to advanced 30+ To encourage students to take 140
language accuracy responsibility for checking
accuracy in their own work
x | Contents
Level Time Aims Page
(in minutes)
4.12 Making your own Elementary to advanced 20+ To encourage students in 143
dictionary autonomous learning in relation
to self help sources for writing.
4.13 Keeping a language Intermediate to advanced 30 To encourage students in 145
notebook autonomous learning in relation
to self help sources for writing
Appendix 147
Bibliography 149
Further Reading 151
Index 153
Contents | xi
|
| adam_txt |
Contents
The author and series editor 1
Foreword 3
Changes to this edition 5
Introduction 7
How to use this book 17
Level Time Aims Page
(in minutes)
1 Communicating 20
1.1 Exchanging letters Elementary to advanced 10 To provide an opportunity to 24
with your students write more extensively to the
teacher as participator in
real communication
1.2 Sharing journals Elementary to advanced 10 To provide an opportunity to 26
with students exchange ideas, reflections, and
opinions with the teacher
as participator
1.3 Keeping a reading Intermediate to advanced 40 50 To provide writing practice 29
journal integrated with reading
1.4 Sharing cultural Intermediate 40 50 To use cultural information as a 31
information prompt for sharing writing
1.5 Making a class Elementary to advanced 40 50/week To encourage responsibility and 32
magazine autonomy in self selected
extensive writing
1.6 Carrying out Elementary to advanced 40 50/week To provide a project framework 34
mini projects for generating topics for writing
1.7 Giving directions Elementary to intermediate 40 50 To use the principle of task 37
dependency to create an
audience and the need for clear
and coherent writing
1.8 Asking for and giving Intermediate to advanced 40 50 To create an incentive for 38
advice writing by providing other
students as an audience
Contents | vii
Level Time Aims Page
(in minutes)
1.9 Jigsaw story writing Elementary to 40 50 To use the principle of 40
upper intermediate information gap to motivate
group writing
1.10 Writing a newscast Elementary to advanced 40 50+ To give an opportunity for writing 42
in order to perform for an
audience of fellow students
1.11 Internet greetings Elementary to intermediate 50+ To write real messages to other 43
students using the Internet
1.12 Using emotive language Intermediate to advanced 40 50+ To help students appreciate the 44
use of emotive language to create
dramatic style
1.13 Changing style Intermediate to advanced 40 To help students appreciate 45
differences between formal and
informal style according to
audience
2 Composing 50
2.1 Making mind maps Lower intermediate to 30+ To introduce and encourage 56
advanced the pre writing strategy of
making notes
2.2 Using a diagram Intermediate to advanced 30+ To introduce a logical pre writing 58
of ideas activity for writing a formal 'for
and against' essay
2.3 Pyramid discussion Lower intermediate to 40 50+ To help students generate ideas 59
advanced and organize them for a
description
2.4 Brainstorming Intermediate 50+ To help with the task of 60
generating ideas before writing
2.5 Making linear notes Intermediate 40+ To help with the pre writing 62
activities of listing ideas, selecting
and grouping, and organizing
them into a plan for writing
2.6 Imagining dialogues Elementary to 30+ To help students write relevant 63
upper intermediate content by imagining the reader's
questions
2.7 Working from opening Beginners to advanced 40 50+ To help students develop 65
sentences a sense of direction in narrative
writing
2.8 Freewriting Lower intermediate to 30+ To provide a strategy for 66
advanced dealing with writer's block
2.9 Cubing Intermediate to advanced 40+ To provide an invention process 68
of considering a topic from six
different perspectives
viii | Contents
Level Time Aims Page
(in minutes)
2.10 Using visuals to focus Elementary to advanced 20 30+ To help students see the 69
a description importance of selection and
focus in writing a description
2.11 Writing poetry Lower intermediate to 15+ To create an opportunity for 70
advanced expressive writing
2.12 Using opinionnaires Lower intermediate to 30 40+ To provoke response and 73
advanced reaction to a topic as preparation
for composing
2.13 Using journalists' Intermediate to advanced 45+ To encourage the collection of 76
questions facts from various sources in
order to create a text
2.14 Reporting interviews Elementary to intermediate 45+ To encourage generating content 78
for writing through interviews
2.15 Conducting a survey Lower intermediate to 40+ To encourage research for 79
advanced report writing
3 Crafting 81
3.1 Describing a person Elementary 40 50 To organize content for an 90
informal description of a person
in a letter to a friend
3.2 Writing a biography Intermediate to advanced 40 50 To select and organize content 92
for a biography
3.3 Developing an Advanced 60+ To organize a set of arguments 94
argument into a structure of statement,
point, and evidence
3.4 Organizing a contrast Upper intermediate to 50+ To organize points in a contrast 95
and comparison essay advanced and comparison essay
3.5 Writing a book review Elementary to advanced 50+ To select categories of content and 97
organize ideas for a book review
3.6 Writing instructions Lower intermediate to 40+ To give warnings using 100
advanced imperatives in a public notice
3.7 Developing a cause and Intermediate to advanced 50+ To organize ideas in a leaflet 102
effect argument explaining effects, using
appropriate logical connectives
3.8 Organizing a Upper intermediate 30 40+ To develop an understanding 104
classification to advanced of the organization of a formal
scientific classification
3.9 Using connectives of Intermediate 40 50+ To elaborate an argument 106
addition using connectives of addition
3.10 Using connectives of Intermediate 30+ To practise connectives of 107
concession concession in a letter of
complaint
Contents I ix
Level Time Aims Page
(in minutes)
3.11 Time sequencing in Intermediate 50+ To describe events in a 109
a story fictional narrative using time
adverbials for sequencing
3.12 Organizing general and Advanced 40 50 To understand how paragraphs 113
supporting statements can be used to organize
information in academic writing
3.13 Working with language Elementary to advanced 30+ To focus on grammar and 115
using dictogloss sentence structure in writing
4 Improving 117
4.1 Raising awareness Elementary to advanced 30+ To encourage students to think 126
about writing about their own approach to
writing
4.2 Raising awareness Elementary to advanced 30+ To raise awareness about what 128
about text quality makes a good piece of writing
4.3 Evaluating plans Intermediate to advanced 30+ To encourage students to review 129
their ideas and organization after
initial planning
4.4 Writing in a group Lower intermediate 30+ To encourage a shared process of 130
to advanced revision through group discussion
4.5 Conferencing Elementary to advanced 5 To encourage writers to talk 131
about their writing and reflect on
the process
4.6 Reviewing a draft for Elementary to advanced 30+ To encourage individual revision 133
content with the use of guidelines
4.7 Using taped comments Elementary to advanced 10 To help students revise their 134
on first drafts writing using verbal comments
from the teacher
4.8 Peer conferencing Upper intermediate 10+ To aid revision by encouraging 136
on drafts to advanced student feedback on each
other's work
4.9 Reformulating Upper intermediate 20+ To give students the opportunity 137
to advanced to analyse and discuss
organization and accuracy in their
own and each other's work as
part of the revision process.
4.10 Peer editing using an Elementary to advanced 40 To give students practice in 139
editing code identifying errors in their own and
fellow students'work
4.11 Self editing for Elementary to advanced 30+ To encourage students to take 140
language accuracy responsibility for checking
accuracy in their own work
x | Contents
Level Time Aims Page
(in minutes)
4.12 Making your own Elementary to advanced 20+ To encourage students in 143
dictionary autonomous learning in relation
to self help sources for writing.
4.13 Keeping a language Intermediate to advanced 30 To encourage students in 145
notebook autonomous learning in relation
to self help sources for writing
Appendix 147
Bibliography 149
Further Reading 151
Index 153
Contents | xi |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Hedge, Tricia |
| author_facet | Hedge, Tricia |
| author_role | aut |
| author_sort | Hedge, Tricia |
| author_variant | t h th |
| building | Verbundindex |
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| ctrlnum | (OCoLC)254950596 (DE-599)BVBBV021526014 |
| dewey-full | 808.042 |
| dewey-hundreds | 800 - Literature (Belles-lettres) and rhetoric |
| dewey-ones | 808 - Rhetoric & collections of literature |
| dewey-raw | 808.042 |
| dewey-search | 808.042 |
| dewey-sort | 3808.042 |
| dewey-tens | 800 - Literature (Belles-lettres) and rhetoric |
| discipline | Anglistik / Amerikanistik Literaturwissenschaft |
| discipline_str_mv | Anglistik / Amerikanistik Literaturwissenschaft |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV021526014 |
| illustrated | Illustrated |
| index_date | 2024-07-02T14:23:55Z |
| indexdate | 2024-07-09T20:37:50Z |
| institution | BVB |
| isbn | 0194421902 9780194421904 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014742442 |
| oclc_num | 254950596 |
| open_access_boolean | |
| owner | DE-1050 DE-N32 DE-19 DE-BY-UBM DE-634 |
| owner_facet | DE-1050 DE-N32 DE-19 DE-BY-UBM DE-634 |
| physical | XI, 154 S. Ill., graph. Darst., Kt. |
| publishDate | 2005 |
| publishDateSearch | 2005 |
| publishDateSort | 2005 |
| publisher | Oxford Univ. Press |
| record_format | marc |
| series2 | Resource books for teachers |
| spelling | Hedge, Tricia Verfasser aut Writing Tricia Hedge 2. ed. Oxford Oxford Univ. Press 2005 XI, 154 S. Ill., graph. Darst., Kt. txt rdacontent n rdamedia nc rdacarrier Resource books for teachers Textgestaltung (DE-588)4259224-0 gnd rswk-swf Aufsatz (DE-588)4129008-2 gnd rswk-swf Textproduktion (DE-588)4184945-0 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf Englisch (DE-588)4014777-0 s Textproduktion (DE-588)4184945-0 s Englischunterricht (DE-588)4014801-4 s 1\p DE-604 Textgestaltung (DE-588)4259224-0 s 2\p DE-604 Aufsatz (DE-588)4129008-2 s 3\p DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014742442&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Hedge, Tricia Writing Textgestaltung (DE-588)4259224-0 gnd Aufsatz (DE-588)4129008-2 gnd Textproduktion (DE-588)4184945-0 gnd Englisch (DE-588)4014777-0 gnd Englischunterricht (DE-588)4014801-4 gnd |
| subject_GND | (DE-588)4259224-0 (DE-588)4129008-2 (DE-588)4184945-0 (DE-588)4014777-0 (DE-588)4014801-4 |
| title | Writing |
| title_auth | Writing |
| title_exact_search | Writing |
| title_exact_search_txtP | Writing |
| title_full | Writing Tricia Hedge |
| title_fullStr | Writing Tricia Hedge |
| title_full_unstemmed | Writing Tricia Hedge |
| title_short | Writing |
| title_sort | writing |
| topic | Textgestaltung (DE-588)4259224-0 gnd Aufsatz (DE-588)4129008-2 gnd Textproduktion (DE-588)4184945-0 gnd Englisch (DE-588)4014777-0 gnd Englischunterricht (DE-588)4014801-4 gnd |
| topic_facet | Textgestaltung Aufsatz Textproduktion Englisch Englischunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014742442&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT hedgetricia writing |