000			05316nam a2200385 4500
999			_c2721 _d2721
003			OSt
005			20230613043007.0
008			980908s1993 nju b 0 eng
010			_a92039239
020			_a0138882150 (pbk)
035			_a(OCoLC)26932965
040			_aOOU _beng _dOrLoB-B _cJCRC
099			_aPE 1128 .A2 R45 1993
100	1		_aReid, Joy M.
245	1	0	_aTeaching ESL Writing / _cJoy M. Reid.
260			_aEnglewood Cliffs, NJ : _bPrentice Hall Regents, _c1993.
300			_axii, 354 p. : _bill. ; _c23 cm.
500			_aEach chapter concludes with a Conclusion and a Discussion Questions / Writing section.
504			_aIncludes bibliographies.
505			_aPreface
505			_aChapter 1 OVERVIEW OF NATIVE ENGLISH SPEAKER (NES) COMPOSITION _tBeginnings -- 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			_aChapter 2 OVERVIEW OF ESL COMPOSITION _tEarly 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			_aChapter 3 PEDAGOGICAL ISSUES IN ESL WRITING _tCross-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			_aChapter 4 CURRICULUM AND SYLLABUS DESIGN _tCurriculum 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			_aChapter 5 BLIND RANDOM: THE FIRST WEEKS _tLearning 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			_aChapter 6 COLLABORATIVE AND CROSS-CULTURAL ACTIVITIES _tSelection 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			_aChapter 7 ENGLISH FOR ACADEMIC PURPOSES (EAP) AND INTEGRATED SKILLS ACTIVITIES _tSequencing 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			_aChapter 8 RESPONDING TO STUDENT WRITING _tStudent Response: Issues in Peer Review -- Peer Review Worksheets -- Alternative Audiences -- Teacher Response: Conferencing -- Mini-conferencing
520			_a"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	_aEnglish language _xStudy and teaching _xForeign speakers.
650		0	_aEnglish language _xComposition and exercises.
650		0	_aReport writing _xStudy and teaching.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991034434539705161 _zCheck the UO Library catalog.
942			_2z _cBK