Cover image for Writing
Title:
Writing
Personal Author:
Tribble, Christopher
Series:
Language teaching, a scheme for teacher education
Publication Information:
Oxford : Oxford University Press, 1996
ISBN:
9780194371414
Subject Term:
Writing

English language

English language -- Study and teaching

Available:*

Library
Item Barcode
Call Number
Material Type
Item Category 1
Status
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 30000010082082 PE1408 T74 1996 Open Access Book Book
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 30000010064166 PE1408 T74 1996 Open Access Book Book
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 30000003499732 PE1408 T74 1996 Open Access Book Book
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On Order

Summary

Summary

Writing provides an introduction to both traditional and more recent approaches to the teaching of this skill, and shows how current teaching materials put these approaches into practice. The reader is encouraged to think about the reasons for teaching writing, and to see how many different types of writing - factual or creative, public or personal, business or academic - can be brought into the language classroom.


Author Notes

Professor Henry Widdowson is Emeritus Professor of Education, University of London, and has also been Professor of Applied Linguistics at Essex University and Professor of English Linguistics at the University of Vienna.


Table of Contents

Thesummary below aims to give a general idea of the book's organization
The author and series editor
Foreword
Introduction
How to use this book
1 Composing (18 activities)
The tasks present a range of techniques for encouraging good pre-writing and drafting strategies in the process of composition
2 Communicating (14 activities)
The tasks demonstrate ways in which the teacher can create contextsfor classroom writing and provide a range of readers
3 Crafting (21 activities)
The tasks suggest ways in which teachers can help learners to develop paragraphs coherently, to use cohesive devices, to usea range of sentence structures, and to develop a range of appropriate! vocabulary
4 Improving (8 activities)
The tasks encourage students to become involved in redrafting and editing their work
This section also investigates possiblemarking strategies for teachers and the development of markingpolicies within institutions
5 Evaluating
This section considers criteria which teachers might apply in selecting or designing appropriate writing tasks and materialsfor their own learners
Bibliography
Further reading
The author and series editors
Introduction
Section 1 Explanation
1 Why teach writing?
1.1 Introduction
1.2 What to teach?
1.3 Different students: different needs
1.4 Conclusion
2 The roles of writing
2.1 Differences between writing and speaking
2.2 Differences between writing and reading
2.3 Writing and power
3 Speaking and writing
3.1 Distinguishing features of spoken and written language
3.2 Lexical density
3.3 Stylistic choice
3.4 Conclusion
4 The organization of written texts
4.1 Introduction
4.2 Layout
4.3 Social function
4.4 Clause relations
4.5 Discourse relations
4.6 Conclusion
5 Approaches to the teaching of writing: process
5.1 Introduction
5.2 Models of the writing process
5.3 Protocols
5.4 Problems of the process approach
5.5 What writers need to know
5.6 Conclusion
6 Approaches to the teaching of w! riting: genre
6.1 Introduction
6.2 Communicative events and communicative purposes
6.3 How genres change
6.4 Reader expectation and schematic structure
6.5 Defining typical and less typical examples: communicativepurpose
6.6 Genre and social structures
6.7 Conclusion: process and genre
Section 2 Demonstration
7 Writing in language teaching
7.1 Identifying purpose
7.2 What writers need to know
7.3 Conclusion
8 Writing in business and professional settings
8.1 Writing in different contexts
8.2 Business and professional contexts
8.3 Conclusion
9 Writing in academic and study settings
9.1 Introduction
9.2 The intellectual /rhetorical approach
9.3 The social / genre approach
9.4 Structure and organization
9.5 Argumentation
9.6 Style
9.7 Conclusion
10 Teaching writing skills
10.1 Introduction
10.2 Pre-writing
10.3 Composing and drafting
10.4 Revising and editing
10.5 Conclusion
11 Responding to student writing
11.1 Introduction
11.2 Four basic roles
11.3 Audience
11.4 Assistant
11.5 Evaluator
11.6 Examiner
11.7 Conclusion
Section 3 Exploration
12 Exploring writing in the classroom
Glossary
Further reading
Bibliography
Index
Acknowledgements