Second language writing:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2019
|
| Ausgabe: | Second edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xvii, 303 Seiten Diagramme |
| ISBN: | 9781108456418 9781108470711 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS List of Figures x List of Tables xii Preface xiii Acknowledgements 1 2 xv Writing and Teaching Writing 1.1 What is Second Language Writing? 2 1.2 Guiding Concepts in Teaching L2 Writing 3 1.3 Focus on Language Structures 3 1.4 Focus on Text Functions 6 1.5 Focus on Creative Expression 8 1.6 Focus on the Writing Process 10 1.7 Focus on Content 14 1.8 Focus on Genre 17 1.9 Towards a Synthesis: Process, Purpose and Context 1.10 Summary and Conclusion 25 Further Reading and Resources 26 Discussion Questions and Activities 26 21 Second Language Writers and Teaching Contexts 2.1 What is a Second Language Writer? 29 2.2 Potential LÍ and L2 Writer Differences 30 2.2.1 Language Proficiency and Intuitions 30 2.2.2 Writer Identities 33 2.2.3 Learner Identities 34 2.3 Potential Cultural Differences 35 2.3.1 Conceptions of Knowledge and Writing 36 2.3.2 Expectations about Teaching and Learning 38 2.3.3 Attitudes to Voice and Textual Borrowing 40 2.3.4 Expectations of Textual Features 42 2.4 Variations in Instructional Contexts 44 2.4.1 EFL/ESL and Migrant Teaching Contexts 45 2.4.2 Writing-to-Learn and Learning֊to-Write Contexts 2.4.3 Writing Centres 49 2.5 Summary and Conclusion 51 Further Reading and Resources 52 Discussion Questions and Activities 52 47
vi Contents 3 Course Design and Lesson Planning 3.1 What is a Writing Course? 54 3.2 Aspects of a Writing Course 55 3.3 Assessing Needs and Contexts 57 3.3.1 What Are Needs? 58 3.3.2 Collecting Needs Data 61 3.3.3 Analysing the Learning Context 62 3.3.4 Final Thoughts on Needs 65 3.4 Setting Course Goals and Objectives 65 3.5 Developing and Sequencing the Syllabus 68 3.5.1 Developing the Syllabus 68 3.5.2 Sequencing Syllabus Items 69 3.5.3 Approaches to Syllabus Organisation 72 3.6 Planning Units of Work 74 3.7 Planning Lessons 77 3.8 Summary and Conclusion 79 Further Reading and Resources 80 Discussion Questions and Activities 80 Appendix 3.1 Example Lesson Plan for a Writing Class 4 Texts and Materials in the Writing Class 4.1 What are Writing Materials? 84 4.2 The Roles of Materials in the Writing Class 85 4.2.1 Models 86 4.2.2 Scaffolding 87 4.2.3 Reference Materials 88 4.2.4 Stimulus Materials 89 4.3 Creating Materials for the Writing Class 91 4.3.1 A Development Framework 91 4.3.2 Selecting Texts 93 4.3.3 Exploiting Materials 96 4.3.4 Presentation and Evaluation 98 4.4 Textbooks as Materials 99 4.4.1 Pros and Cons of Textbooks 99 4.4.2 Corpus-based Textbooks 101 4.4.3 Evaluating Textbooks 102 4.4.4 Adapting Writing Textbooks 105 4.5 Materials and Authenticity 106 4.6 Summary and Conclusions 108 Further Reading and Resources 109 Discussion Questions and Activities 109 5 Tasks in the Writing Class 5.1 What are Writing Tasks? Ill 5.2 Designing Tasks 114 5.3 Integrating Reading and Writing in Tasks 5.4 Types of Writing Tasks 120 117 83
Contents 5.4.1 Mechanics of Writing 120 5.4.2 Language Scaffolding Tasks 122 5.4.3 Composing Tasks 128 5.5 Summary and Conclusion 133 Further Reading and Resources 134 Discussion Questions and Activities 134 6 New Technologies in Writing Instruction 6.1 Why Use New Technologies in a Writing Class? 137 6.2 Digital Writing 139 6.2.1 Composing on Computers 139 6.2.2 Incorporating Images 139 6.2.3 Computers and L2 Writing Instruction 140 6.3 Online Writing 142 6.3.1 Writing and Online Writing 142 6.3.2 Forms and Features 143 6.3.3 Social Media in the Writing Class 145 6.3.4 Hyperlinking 147 6.4 Writing in New Contexts 149 6.4.1 Collaborative Writing 149 6.4.2 Wikis 149 6.4.3 Blogs 151 6.5 Managing Learning Online 153 6.5.1 Virtual Learning Environments 153 6.5.2 The Internet as a Source of Content Information 155 6.5.3 The Internet as a Source of Language Data 157 6.5.4 The Internet as a Source of Language Advice and Learning Materials 158 6.5.5 The Internet and Similarity Checking 160 6.6 Corpora in the Writing Class 163 6.7 Summary and Conclusions 167 Further Reading and Resources 168 Discussion Questions and Activities 169 7 Responding to Student Writing 7.1 What is Feedback? 171 7.2 Teacher Written Feedback 172 7.2.1 Is Teacher Feedback Effective? 172 7.2.2 Student Preferences and Uses of Feedback 173 7.2.3 Delivery of Teacher Written Feedback 175 7.2.4 Responding to Errors 177 7.2.5 Purposes and Pragmatics of Teacher Feedback 179 7.2.6 Interpersonal Aspects of Feedback 182 7.3 Teacher-Student Conferencing 183 7.3.1 Advantages and Disadvantages of Conferences 183 7.3.2
Forms of Conferences 184 7.3.3 Planning for Conferences 185
7.3.4 Conducting Conferences 186 7.4 Peer Feedback 188 7.4.1 Pros and Cons of Peer Review 188 7.4.2 Implementing Peer Response 190 7.4.3 Integrating Peer Review into a Writing Course 191 7.4.4 Peer-Response Training 193 7.4.5 Developing Self-assessment Skills 195 7.5 Automated Writing Evaluation (AWE) 196 7.5.1 What is AWE? 196 7.5.2 Pros and Cons of AWE 196 7.5.3 Integrating AWE into L2 Writing Classes 198 7.6 Summary and Conclusion 199 Further Reading and Resources 199 Discussion Questions and Activities 200 Appendix 7.1 A Cover Sheet for the First Draft of a Narrative Essay Assignment 202 Appendix 7.2 A Peer-Response Sheet 203 Assessing Student Writing 8.1 Why Assess Student Writing? 204 8.2 Validity and Reliability Issues 206 8.2.1 Reliability 206 8.2.2 Validity 208 8.3 Designing Assessment Tasks 210 8.3.1 Instructions 211 8.3.2 Prompts 212 8.3.3 Rubrics 214 8.3.4 Post-assessment Evaluation 215 8.4 Approaches to Scoring 216 8.4.1 Holistic Scoring 216 8.4.2 Analytic Scoring 218 8.4.3 Trait-based Scoring 219 8.5 Portfolios 221 8.5.1 Features of Portfolios 221 8.5.2 Advantages and Disadvantages of Portfolios 222 8.5.3 Designing, Managing and Assessing Portfolios 223 8.6 Managing Assessments 225 8.6.1 Dealing with Anxiety 226 8.6.2 Managing Workloads 227 8.6.3 Using Technology 227 8.7 Summary and Conclusions 229 Further Reading and Resources 229 Discussion Questions and Activities 230 Appendix 8.1 Holistic Marking Scheme 232 Appendix 8.2 An Analytic Scoring Rubric 233
Contents 9 Researching Writing and Writers 9.1 Why Research? 235 9.2 Doing Research on Writing 236 9.3 Getting Started Generating and Designing a Project 237 9.3.1 Formulating a Topic 237 9.3.2 Focusing the Topic 238 9.3.3 Designing Research 238 9.4 Collecting Data: Methods 241 9.4.1 Elicitation: Self-report and Performance Data 241 9.4.2 Introspection: Verbal and Written Reports 244 9.4.3 Observations: Live or Recorded Performance 245 9.4.4 Text samples: Examining Writing 247 9.5 Approaches to Data: Methodologies 249 9.5.1 Experimentation 250 9.5.2 Ethnography 251 9.5.3 Auto-ethnography 251 9.5.4 Critical Analysis 252 9.5.5 Text Analysis 252 9.5.6 Meta-analyses 253 9.5.7 Case Studies 253 9.5.8 Methodologies and Perspectives on Writing 254 9.6 Analysing Data 255 9.6.1 Analysing Structured Data 256 9.6.2 Analysing Unstructured Data 257 9.6.3 Analysing Textual Data 261 9.7 Reporting Research 261 9.8 Summary and Conclusion 263 Further Reading and Resources 263 Discussion Questions and Activities 264 Appendix 9.1 Extract from Observational Field Notes of an L2 Writing Class 266 Appendix 9.2 Some Topics and Issues for Writing Research 268 Glossary 270 References 280 Index 302
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| spelling | Hyland, Ken 1951- Verfasser (DE-588)139696369 aut Second language writing Ken Hyland, University of East Anglia Second edition Cambridge Cambridge University Press 2019 xvii, 303 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Textproduktion (DE-588)4184945-0 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf Aufsatz (DE-588)4129008-2 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf Schreiben (DE-588)4116418-0 gnd rswk-swf Englischunterricht (DE-588)4014801-4 s Textproduktion (DE-588)4184945-0 s Aufsatz (DE-588)4129008-2 s DE-604 Englisch (DE-588)4014777-0 s Fremdsprachenlernen (DE-588)4071461-5 s Schreiben (DE-588)4116418-0 s 1\p DE-604 Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031471853&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Hyland, Ken 1951- Second language writing Textproduktion (DE-588)4184945-0 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Englischunterricht (DE-588)4014801-4 gnd Aufsatz (DE-588)4129008-2 gnd Englisch (DE-588)4014777-0 gnd Schreiben (DE-588)4116418-0 gnd |
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| title | Second language writing |
| title_auth | Second language writing |
| title_exact_search | Second language writing |
| title_full | Second language writing Ken Hyland, University of East Anglia |
| title_fullStr | Second language writing Ken Hyland, University of East Anglia |
| title_full_unstemmed | Second language writing Ken Hyland, University of East Anglia |
| title_short | Second language writing |
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