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Second Language Writing / (Notice n° 1510)

000 -LEADER
fixed length control field 05502cam a2200409 a 4500
001 - CONTROL NUMBER
control field 13056956
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20230806205006.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 030114s2003 enka b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number 2003041957
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9780521534307 (pbk)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 0521534305 (pbk)
040 ## - CATALOGING SOURCE
Original cataloging agency DLC
Transcribing agency JCRC
Modifying agency DLC
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number P53.27
Item number .H95 2003
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Hyland, Ken
245 10 - TITLE STATEMENT
Title Second Language Writing /
Statement of responsibility, etc. Ken Hyland.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. New York, NY :
Name of publisher, distributor, etc. Cambridge University Press,
Date of publication, distribution, etc. 2003.
300 ## - PHYSICAL DESCRIPTION
Extent xvii, 299 p. :
Other physical details ill. ;
Dimensions 24 cm.
440 #0 - SERIES STATEMENT/ADDED ENTRY--TITLE
Title Cambridge Language Education
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references (p. 277-293) and indexes.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 1. Writing and teaching writing<br/>
Title Guiding concepts in L2 writing teaching -- Focus on language structures -- Focus on text functions -- Focus on creative expression -- Focus on the writing process -- Focus on content -- Focus on genre -- Toward a synthesis: Process, purpose, and context -- Summary and conclusion -- Discussion questions and activities<br/><br/><br/>
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 2. Second language writers<br/>
Title Potential L1 and L2 writer differences -- Cultural schemata and writing -- Expectations about teaching and learning -- Teaching and learning styles -- Cultural differences in written texts -- Summary and conclusion -- Discussion questions and activities -- Appendix 2.1. Perceptual learning style preference questionnaire<br/><br/><br/>
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 3. Syllabus design and lesson planning<br/>
Title Elements of a writing syllabus -- Analyzing student needs -- Analyzing the learning context -- Setting course goals and objectives -- Developing the syllabus -- Sample approaches to syllabus organization -- Planning units of work -- Planning lessons -- Summary and conclusion -- Discussion questions and activities -- Appendix 3.1. Lesson plan for a writing class<br/>
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 4. Texts and materials in the writing class<br/>
Title The roles of materials in the writing class -- Materials and authenticity -- Selecting and assessing textbooks -- Modifying writing textbooks -- Designing materials for the writing class -- Selecting and locating texts -- Finding and selecting language and practice materials -- Summary and conclusion -- Discussion questions and activities<br/>
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 5. Tasks in the L2 writing class<br/>
Title Types of writing tasks -- Task components -- Graphological tasks -- Language scaffolding -- Language scaffolding tasks -- Composing tasks -- Sequencing writing tasks: The teaching-writing cycle -- Summary and conclusion -- Discussion questions and activities
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 6. New technologies in writing instruction<br/>
Title Computers, writing, and language learning -- Word processing and writing teaching -- Online writing -- Internet resources for writing -- CALL resources for writing -- Corpora and concordancing -- Summary and conclusion -- Discussion questions and activities -- Appendix 6.1. Some useful websites for writing teachers<br/>
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 7. Responding to student writing<br/>
Title Teacher written feedback -- Teacher-student conferencing -- Summary and conclusion -- Discussion questions and activities -- Appendix 7.1. A rubric for the first draft of a university expository essay assignment -- Appendix 7.2. A peer response sheet<br/>
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 8. Assessing student writing<br/>
Title Purposes of assessment -- Validity and reliability issues -- Designing assessment tasks -- Approaches to scoring -- Reducing assessment anxiety -- Portfolio assessments -- Summary and conclusion -- Discussion questions and activities -- Appendix 8.1. Holistic marking scheme -- Appendix 8.2. An analytic scoring rubric<br/><br/>
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note 9. Researching writing and writers<br/>
Title Some preliminaries and key steps -- Generating research: Formulating and focusing a question -- Designing research -- Collecting data -- Analyzing writing data -- Reporting research -- Summary and conclusion -- Discussion questions and activities -- Appendix 9.1. Some topics and issues in writing research<br/>
520 ## - SUMMARY, ETC.
Summary, etc. "This book is an accessible and authoritative approach to the theory and practice of teaching writing to students of English. It sets out the key issues in second language writing instruction to offer both pre-service and in-service teachers a guide to writing instruction grounded in current theory and research. The author takes the stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experience according to the demands and constraints of particular target contexts. This book will be extremely useful to prospective and practicing teachers alike. Assumes no prior knowledge of L2 writing. Step-by-step discussion of 'how-to-do' particular research and teaching approaches. Extensive use of examples of textbook activities, computer screen shots, test materials, teacher feedback, and student writing." (Publisher's Website)
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Language and languages
General subdivision Study and teaching.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Rhetoric
General subdivision Study and teaching.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Second language acquisition.
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/second-language-writing-cambridge-language-education/second-language-writing-paperback?isbn=9780521534307&format=PB">http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/second-language-writing-cambridge-language-education/second-language-writing-paperback?isbn=9780521534307&format=PB</a>
Public note Publisher's Website.
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991003925409705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991003925409705161</a>
Public note Check the UO Library catalog.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Koha item type Livres
Exemplaires
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Permanent Location Current Location Shelving location Date acquired Full call number Barcode Date last seen Copy number Price effective from Koha item type
          Non-fiction CR Julien-Couture RC (Teaching) CR Julien-Couture RC (Teaching) General Stacks 2018-08-22 MET CLE A011786 2018-08-22 1 2018-08-22 Livres

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