Includes bibliographical references (pages 280-301) and index.

1. Writing and teaching writing -- 1.1 What is Second Language Writing? -- 1.2 Guiding Concepts in Teaching L2 Writing -- 1.3 Focus on Language Structures -- 1.4 Focus on Text Functions -- 1.5 Focus on Creative Expression -- 1.6 Focus on the Writing Process -- 1.7 Focus on Content -- 1.8 Focus on Content -- 1.8 Focus on Genre -- 1.9 Towards a Synthesis: Process, Purpose and Context -- 1.10 Summary and Conclusion -- Further Reading and Resources -- Discussion Questions and Activities

2. Second language writers and teaching contexts -- 2.1 What is a Second Language Writer? -- 2.2 Potential L1 and L2 Writer Differences -- 2.2.1 Language Proficiency and Intuitions -- 2.2.2 Writer Identities -- 2.2.3 Learner Identities -- 2.3 Potential Cultural Differences -- 2.3.1 Conceptions of Knowledge and Writing -- 2.3.2 Expectations about Teaching and Learning -- 2.3.3 Attitudes to Voice and 'Textual Borrowing' -- 2.3.4 Expectations of Textual Features -- 2.4 Variations in Instructional Contexts -- 2.4.1 EFL/ESL and Migrant Teaching Contexts -- 2.4.2 Writing-to-learn and Learning-to-Write Contexts -- 2.4.3 Writing Centres - 2.5 Summary and Conclusion -- Further Reading and Resources -- Discussion Questions and Activities

3. Course design and lesson planning -- 3.1 What is a Writing Course? -- 3.2 Aspects of a Writing Course -- 3.3 Assessing Needs and Contexts -- 3.3.1 What Are Needs? -- 3.3.2 Collecting Needs Data -- 3.3.3 Analysing the Learning Context -- 3.3.4 Final Thoughts on Needs -- 3.4 Setting Course Goals and Objectives -- 3.5 Developing and Sequencing the Syllabus -- 3.5.1 Developing the Syllabus -- 3.5.2 Sequencing Syllabus Items -- 3.5.3 Approaches to Syllabus Organisation -- 3.6 Planning Units of Work -- 3.7 Planning Lessons -- 3.8 Summary and Conclusion -- Further Reading and Resources -- Discussion Questions and Activities -- Appendix 3.1 Example Lesson Plan for a Writing Class

4. Texts and materials in the writing class -- 4.1 What are Writing Materials? -- 4.2 he Roles of Materials in the Writing Class -- 4.2.1 Models -- 4.2.2 Scaffolding -- 4.2.3 Reference Materials -- 4.2.4 Stimulus Materials -- 4.3 Creating Materials for the Writing Class -- 4.3.1 A Development Framework -- 4.3.2 Selecting Texts -- 4.3.3 Exploiting Materials -- 4.3.4 Presentation and Evaluation -- 4.4 Textbooks and Materials -- 4.4.1 Pros and Cons of Textbooks -- 4.4.2 Corpus-based Textbooks -- 4.4.3 Evaluating Textbooks -- 4.4.4 Adapting Writing Textbooks -- 4.5 Materials and Authenticity -- 4.6 Summary and Conclusion -- Further Reading and Resources -- Discussion Questions and Activities

5. Tasks in the Writing Class -- 5.1 What are Writing Tasks? -- 5.2 Designing Tasks -- 5.3 Integrating Reading and Writing in Tasks -- 5.4 Types of Writing Tasks -- 5.4.1 Mechanics of Writing -- 5.4.2 Language Scaffolding Tasks -- 5.4.3 Composing Tasks -- 5.5 Summary and Conclusion -- Further Reading and Resources -- Discussion Questions and Activities

6. New Technologies in Writing Instruction -- 6.1 Why Use New Technologies in a a Writing Class? -- 6.2 Digital Writing -- 6.2.1 Composing on Computers -- 6.2.2 Incorporating Images -- 6.2.3 Computers and L2 Writing Instruction -- 6.3 Online Writing -- 6.3.1 Writing and Online Writing -- 6.3.2 Forms and Features -- 6.3.3 Social Media in the Writing Class -- 6.3.4 Hyperlinking -- 6.4 Writing in New Contexts -- 6.4.1 Collaborative Writing -- 6.4.2 Wikis -- 6.4.3 Blogs -- 6.5 Managing Learning Online -- 6.5.1 Virtual Learning Environments -- 6.5.2 The Internet as a Source of Content Information -- 6.5.3 The Internet as a Source of Language Data -- 6.5.4 The Internet as a Source of Language Advice and Learning Materials -- 6.5.5. The Internet and Similarity Checking -- 6.6 Corpora in the Writing Class -- 6.7 Summary and Conclusion -- Further Reading and Resources -- Discussion Questions and Activities

7. Responding to Student Writing -- 7.1 What is Feedback? -- 7.2 Teacher Written Feedback -- 7.2.1 Is Teacher Feedback Effective? -- 7.2.2 Student Preferences and Uses of Feedback -- 7.2.3 Delivery of Teacher Written Feedback -- 7.2.4 Responding to Errors -- 7.2.5 Purposes and Pragmatics of Teacher Feedback -- 7.2.6 Interpersonal Aspects of Feedback -- 7.3 Teacher-Student Conferencing -- 7.3.1 Advantages and Disadvantages of Conferences -- 7.3.2 Forms of Conferences -- 7.3.3 Planning for Conferences -- 7.3.4 Conducting Conferences -- 7.4 Peer Feedback -- 7.4.1 Pros and Cons of Peer Review -- 7.4.2 Implementing Peer Response -- 7.4.3 Integrating Peer Review into a Writing Course -- 7.4.4 Peer-Response Training -- 7.4.5 Developing Self-assessment Skills -- 7.5 Automated Writing Evaluation (AWE) -- 7.5.1 What is AWE? -- 7.5.2 Pros and Cons of AWE -- 7.5.3 Integrating AWE into L2 Writing Classes -- 7.6 Summary and Conclusion -- Further Reading and Resources -- Discussion Questions and Activities -- Appendix 7.1 A Cover Sheet for the First Draft of a Narrative Essay Assignment -- Appendix 7.2 A Peer-Response Sheet

8. Assessing Student Writing -- 8.1 Why Assess Student Writing? -- 8.2 Validity and Reliability Issues -- 8.2.1 Reliability -- 8.2.2 Validity -- 8.3 Designing Assessment Tasks -- 8.3.1 Instructions -- 8.3.2 Prompts -- 8.3.3 Rubrics -- 8.3.4 Post-assessment Evaluation -- 8.4 Approaches to Scoring -- 8.4.1 Holistic Scoring -- 8.4.2 Analytic Scoring -- 8.4.3 Trait-based Scoring -- 8.5 Portfolios -- 8.5.1 Features of Portfolios -- 8.5.2 Advantages and Disadvantages of Portfolios -- 8.5.3 Designing, Managing and Assessing Portfolios -- 8.6 Managing Assessments -- 8.6.1 Dealing with Anxiety -- 8.6.2 Managing Workloads -- 8.6.3 Using Technology -- 8.7 Summary and Conclusion -- Further Reading and Resources -- Discussion Questions and Activities -- Appendix 8.1 Holistic Marking Scheme -- Appendix 8.2 An Analytic Scoring Rubric

9. Researching Writing and Writers -- 9.1 Why Research? -- 9.2 Doing Research on Writing -- 9.3 Getting Started Generating and Designing a Project -- 9.3.1 Formulating a Topic -- 9.3.2 Focusing the Topic -- 9.3.3 Designing Research -- 9.4 Collecting Data: Methods -- 9.4.1 Elicitation: Self-report and Performance Data -- 9.4.2 Introspection: Verbal and Written Reports -- 9.4.3 Observations: Live or Recorded Performance -- 9.4.4 Text samples: Examining Writing -- 9.5 Approaches to Data: Methodologies -- 9.5.1 Experimentation -- 9.5.2 Ethnography -- 9.5.3 Auto-ethnography -- 9.5.4 Critical Analysis -- 9.5.5 Text Analysis -- 9.5.6 Meta-analyses -- 9.5.7 Case Studies -- 9.5.8 Methodologies and Perspectives on Writing -- 9.6 Analysing Data -- 9.6.1 Analysing Structured Data -- 9.6.2 Analysing Unstructured Data -- 9.6.3 Analysing Textual Data -- 9.7 Reporting Research -- 9.8 Conclusion -- Further Reading and Resources -- Discussion Questions and Activities -- Appendix 9.1 Extract from Observational Field Notes of an L2 Writing Class -- Appendix 9.2 Some Topics and Issues for Writing Research

Ken Hyland is Professor of Applied Linguistics in Education at the University of East Anglia. His research focuses on writing and academic discourse, having published over 240 articles and 27 books on these topics. His is founding co-editor of the Journal of English for Academic Purposes.

"Authoritative and accessible, this book introduces the theory and practice of teaching writing to students of EFL/ESL learners. While assuming no specialist knowledge, Ken Hyland systematically sets out the key issues of course design, lesson planning, texts and materials, tasks, feedback and assessment and how current research can inform classroom practice. This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues. It takes the clear stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experiences according to the expectations of particular communities of readers and the constraints of particular contexts. Review exercises, reflection questions, plentiful examples and a new extensive glossary make the book invaluable to both prospective and practicing teachers alike"-- Provided by publisher.