Language Teaching - A Scheme for Teacher Education - Writing

Name: Language Teaching - A Scheme for Teacher Education - Writing
Price: 6.63 USD
Availability: InStock
ISBN: 9780194371414

ISBN-10: 0194371417

ISBN-13: 9780194371414

Edition: 1996

Authors: Christopher Tribble, C. N. Candlin, H. G. Widdowson, Chris Tribble

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Writing provides an introduction to both traditional and more recent approaches to the teaching of this skill, and shows how current teaching materials put these approaches into practice. The reader is encouraged to think about the reasons for teaching writing, and to see how many different types of writing - factual or creative, public or personal, business or academic - can be brought into the language classroom.

Book details

List price: $16.95
Copyright year: 1996
Publisher: Oxford University Press, Incorporated
Binding: Paperback
Pages: 186
Size: 6.81" wide x 9.69" long x 0.51" tall
Weight: 0.748

John P. Wilson is Professor of Geography and Director of the GIS Research Laboratory at the University of Southern California in Los Angeles.A. Stewart Fotheringham is Director of the National Centre for Geocomputation at the National University of Ireland, Maynooth.They are both editors of the journal Transactions in GIS, also published by Blackwell.



Thesummary below aims to give a general idea of the book's organization


The author and series editor


Foreword


Introduction


How to use this book



Composing (18 activities)


The tasks present a range of techniques for encouraging good pre-writing and drafting strategies in the process of composition



Communicating (14 activities)


The tasks demonstrate ways in which the teacher can create contextsfor classroom writing and provide a range of readers



Crafting (21 activities)


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



Improving (8 activities)


The tasks encourage students to become involved in redrafting and editing their work


This section also investigates possiblemarking strategies for teachers and the development of markingpolicies within institutions



Evaluating


This section considers criteria which teachers might apply in selecting or designing appropriate writing tasks and materialsfor their own learners


Bibliography


Further reading


The author and series editors


Introduction



Explanation



Why teach writing?



Introduction



What to teach?



Different students: different needs



Conclusion



The roles of writing



Differences between writing and speaking



Differences between writing and reading



Writing and power



Speaking and writing



Distinguishing features of spoken and written language



Lexical density



Stylistic choice



Conclusion



The organization of written texts



Introduction



Layout



Social function



Clause relations



Discourse relations



Conclusion



Approaches to the teaching of writing: process



Introduction



Models of the writing process



Protocols



Problems of the process approach



What writers need to know



Conclusion



Approaches to the teaching of w! riting: genre



Introduction



Communicative events and communicative purposes



How genres change



Reader expectation and schematic structure



Defining typical and less typical examples: communicativepurpose



Genre and social structures



Conclusion: process and genre



Demonstration



Writing in language teaching



Identifying purpose



What writers need to know



Conclusion



Writing in business and professional settings



Writing in different contexts



Business and professional contexts



Conclusion



Writing in academic and study settings



Introduction



The intellectual /rhetorical approach



The social / genre approach



Structure and organization



Argumentation



Style



Conclusion



Teaching writing skills



Introduction



Pre-writing



Composing and drafting



Revising and editing



Conclusion



Responding to student writing



Introduction



Four basic roles



Audience



Assistant



Evaluator



Examiner



Conclusion



Exploration



Exploring writing in the classroom


Glossary


Further reading


Bibliography


Index


Acknowledgements