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Thesummary below aims to give a general idea of the book's organization | |
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The author and series editor | |
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Foreword | |
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Introduction | |
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How to use this book | |
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Composing (18 activities) | |
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The tasks present a range of techniques for encouraging good pre-writing and drafting strategies in the process of composition | |
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Communicating (14 activities) | |
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The tasks demonstrate ways in which the teacher can create contextsfor classroom writing and provide a range of readers | |
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Crafting (21 activities) | |
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The tasks suggest ways in which teachers can help learners to develop paragraphs coherently, to use cohesive devices, to usea range of sentence structures, and to develop a range of appropriate! vocabulary | |
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Improving (8 activities) | |
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The tasks encourage students to become involved in redrafting and editing their work | |
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This section also investigates possiblemarking strategies for teachers and the development of markingpolicies within institutions | |
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Evaluating | |
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This section considers criteria which teachers might apply in selecting or designing appropriate writing tasks and materialsfor their own learners | |
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Bibliography | |
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Further reading | |
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The author and series editors | |
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Introduction | |
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Explanation | |
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Why teach writing? | |
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Introduction | |
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What to teach? | |
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Different students: different needs | |
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Conclusion | |
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The roles of writing | |
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Differences between writing and speaking | |
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Differences between writing and reading | |
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Writing and power | |
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Speaking and writing | |
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Distinguishing features of spoken and written language | |
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Lexical density | |
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Stylistic choice | |
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Conclusion | |
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The organization of written texts | |
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Introduction | |
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Layout | |
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Social function | |
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Clause relations | |
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Discourse relations | |
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Conclusion | |
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Approaches to the teaching of writing: process | |
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Introduction | |
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Models of the writing process | |
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Protocols | |
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Problems of the process approach | |
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What writers need to know | |
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Conclusion | |
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Approaches to the teaching of w! riting: genre | |
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Introduction | |
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Communicative events and communicative purposes | |
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How genres change | |
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Reader expectation and schematic structure | |
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Defining typical and less typical examples: communicativepurpose | |
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Genre and social structures | |
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Conclusion: process and genre | |
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Demonstration | |
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Writing in language teaching | |
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Identifying purpose | |
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What writers need to know | |
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Conclusion | |
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Writing in business and professional settings | |
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Writing in different contexts | |
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Business and professional contexts | |
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Conclusion | |
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Writing in academic and study settings | |
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Introduction | |
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The intellectual /rhetorical approach | |
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The social / genre approach | |
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Structure and organization | |
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Argumentation | |
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Style | |
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Conclusion | |
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Teaching writing skills | |
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Introduction | |
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Pre-writing | |
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Composing and drafting | |
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Revising and editing | |
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Conclusion | |
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Responding to student writing | |
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Introduction | |
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Four basic roles | |
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Audience | |
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Assistant | |
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Evaluator | |
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Examiner | |
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Conclusion | |
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Exploration | |
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Exploring writing in the classroom | |
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Glossary | |
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Further reading | |
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Bibliography | |
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Index | |
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Acknowledgements | |