000			05502cam a2200409 a 4500
999			_c1510 _d1510
001			13056956
003			OSt
005			20230806205006.0
008			030114s2003 enka b 001 0 eng
010			_a 2003041957
020			_a9780521534307 (pbk)
020			_a0521534305 (pbk)
040			_aDLC _cJCRC _dDLC
050	0	0	_aP53.27 _b.H95 2003
100	1		_aHyland, Ken
245	1	0	_aSecond Language Writing / _cKen Hyland.
260			_aNew York, NY : _bCambridge University Press, _c2003.
300			_axvii, 299 p. : _bill. ; _c24 cm.
440		0	_aCambridge Language Education
504			_aIncludes bibliographical references (p. 277-293) and indexes.
505			_a1. Writing and teaching writing _tGuiding 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
505			_a2. Second language writers _tPotential 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
505			_a3. Syllabus design and lesson planning _tElements 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
505			_a4. Texts and materials in the writing class _tThe 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
505			_a5. Tasks in the L2 writing class _tTypes 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			_a 6. New technologies in writing instruction _tComputers, 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
505			_a7. Responding to student writing _tTeacher 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
505			_a8. Assessing student writing _tPurposes 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
505			_a9. Researching writing and writers _tSome 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
520			_a"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	_aLanguage and languages _xStudy and teaching.
650		0	_aRhetoric _xStudy and teaching.
650		0	_aSecond language acquisition.
856			_uhttp://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 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991003925409705161 _zCheck the UO Library catalog.
942			_2z _cBK