| 000 -LEADER |
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| fixed length control field |
05316nam a2200385 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20230613043007.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
980908s1993 nju b 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
92039239 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0138882150 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)26932965 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
OOU |
| Language of cataloging |
eng |
| Modifying agency |
OrLoB-B |
| Transcribing agency |
JCRC |
| 099 ## - LOCAL FREE-TEXT CALL NUMBER (OCLC) |
|---|
| Classification number |
PE 1128 .A2 R45 1993 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Reid, Joy M. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Teaching ESL Writing / |
| Statement of responsibility, etc. |
Joy M. Reid. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Englewood Cliffs, NJ : |
| Name of publisher, distributor, etc. |
Prentice Hall Regents, |
| Date of publication, distribution, etc. |
1993. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xii, 354 p. : |
| Other physical details |
ill. ; |
| Dimensions |
23 cm. |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Each chapter concludes with a Conclusion and a Discussion Questions / Writing section. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographies. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Preface |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 1 OVERVIEW OF NATIVE ENGLISH SPEAKER (NES) COMPOSITION |
| Title |
Beginnings -- The Expressive School -- The Cognitive School -- Early Writing Process Research -- Basic Writers -- Current Research Trends : The Social Nature of Writing -- Ethnographic Research and Composing Processes -- Computers and Composition Teaching -- James Kinneavy and Traditional Rhetoric -- The Reading-Writing Connection -- Individualization and Collaboration in the Classroom -- Writing Across the Curriculum (WAC) -- Testing and Assessing Writing Classroom Implementation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 2 OVERVIEW OF ESL COMPOSITION<br/> |
| Title |
Early ESL Methods -- Controlled Writing -- "Free Writing" / Guided Writing -- Language-Based Writing -- The Pattern/Product Approach -- The Process Movement -- Current Trends and Research: Composing and Revising Processes -- Contrastive Analysis/Error Analysis -- Cohesion/Coherence -- The Process-Product Classroom -- Communicative Competence -- Collaborative Learning -- Computer-Assisted Language Learning (C.A.L.L.) -- Proficiency Testing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 3 PEDAGOGICAL ISSUES IN ESL WRITING |
| Title |
Cross-Cultural Communication: The Cross-Cultural ESL Writing Classroom -- The ESL Writing Teacher as Cultural Informant -- Learning and Teaching Styles -- Contrastive Rhetoric -- Schema Theory -- The Writing-Reading Connection -- Differences Between Speaking and Writing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 4 CURRICULUM AND SYLLABUS DESIGN |
| Title |
Curriculum Development: Designing a Curriculum Statement -- Syllabus Development: Syllabus Design for Writing Courses -- Horizontal and Vertical Syllabi -- Designing the Linear Syllabus -- Designing the Modular Syllabus -- Content-Based Syllabus Design Evaluating and Revising Existing Curricula/Syllabi: Planning Curriculum and Syllabus Revision Evaluating Textbooks |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 5 BLIND RANDOM: THE FIRST WEEKS<br/> |
| Title |
Learning about Student (and Teacher) Styles and Strategies -- Planning Ahead: Teacher-Student Responsibilities -- Operating Procedures: The First Day -- Lesson Plans -- Troublespots: Student Diversity -- Lack of Community -- Mismatches in Student-Teacher Perceptions -- Uneven Pacing -- Student "Resistance" to Change -- Levels of Anxiety |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 6 COLLABORATIVE AND CROSS-CULTURAL ACTIVITIES<br/> |
| Title |
Selection and Design Criteria for Classroom Activities -- Start-Ups: The First Days: Introductions -- Warm-Ups -- Collaborative Learning and Group Work: Planning Group Work -- The Journal (Daybook, Learning Log) -- Cross-Cultural Activities -- Group Projects |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 7 ENGLISH FOR ACADEMIC PURPOSES (EAP) AND INTEGRATED SKILLS ACTIVITIES<br/> |
| Title |
Sequencing Assignments: Sample Sequences -- The Writing-Reading Connection: Journal (Daybook, Learning Log) Writing and Reading -- Reading (and Writing about) Peer and Self-Writing -- Nonfiction Reading and Writing -- Reading and Writing about Literature -- Integrated Skills Activities: Surveys -- Games, Role-Play, and Writing -- Situations and Writing -- Designing Activities and Writing Assignments |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 8 RESPONDING TO STUDENT WRITING<br/> |
| Title |
Student Response: Issues in Peer Review -- Peer Review Worksheets -- Alternative Audiences -- Teacher Response: Conferencing -- Mini-conferencing |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Written specifically for graduate students learning to become teachers of composition to ESL and EFL students, Teaching ESL Writing provides a broad survey of the field today and of up-to-the-minute contributions to a rapidly growing discipline. Author Joy M. Reid addresses the special problems and concerns that differentiate the teaching of composition to ESL students from the teaching of composition to native English-speakers. These include language and cultural backgrounds, prior education, gender, age, and language proficiency. She also provides an historical overview of different methods of teaching composition at all levels and shows how the emphasis in the last two decades has shifted from product to process. Reid provides extremely well documented, specific information about planning curricula, developing syllabi for each level of language proficiency in an effective ESL writing program, and day-to-day lesson plans for basic, intermediate, and advanced ESL writing classes." (Book Cover) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Composition and exercises. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Report writing |
| General subdivision |
Study and teaching. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991034434539705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991034434539705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
