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Second language writing
Ken Hyland-
Frontmatter
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Series Editor's Preface (page xiii)
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Preface (page xv)
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Acknowledgments (page xvii)
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1 Writing and teaching writing (page 1)
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Guiding concepts in L2 writing and teaching (page 2)
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Focus on language structures (page 3)
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Focus on text functions (page 6)
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Focus on creative expression (page 8)
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Focus on the writing process (page 10)
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Focus on content (page 14)
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Focus on genre (page 18)
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Toward a synthesis: Process, purpose, and context (page 22)
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Summary and conclusion (page 27)
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Discussion questions and activities (page 28)
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2 Second language writers (page 31)
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Potential L1 and L2 writer differences (page 32)
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Cultural schemata and writing (page 37)
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Expectations about teaching and learning (page 40)
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Teaching and learning styles (page 42)
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Cultural differences in written texts (page 45)
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Summary and conclusion (page 50)
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Discussion questions and activities (page 51)
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Appendix 2.1 Perceptual learning style preference questionnaire (page 53)
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3 Syllabus design and lesson planning (page 54)
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Elements of a writing syllabus (page 55)
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Analyzing student needs (page 58)
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Analyzing the learning context (page 64)
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Setting course goals and objectives (page 67)
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Developing the syllabus (page 70)
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Sample approaches to syllabus organization (page 73)
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Planning units of work (page 76)
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Planning lessons (page 79)
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Summary and conclusion (page 81)
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Discussion questions and activities (page 82)
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Appendix 3.1 Lesson plan for a writing class (page 84)
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4 Texts and materials in the writing class (page 85)
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The roles of materials in the writing class (page 86)
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Materials and authenticity (page 92)
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Selecting and assessing textbooks (page 95)
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Modifying writing textbooks (page 98)
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Designing materials for the writing class (page 100)
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Selecting and locating texts (page 104)
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Finding and selecting language and practice materials (page 107)
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Summary and conclusion (page 109)
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Discussion questions and activities (page 110)
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5 Tasks in the L2 writing class (page 112)
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Types of writing tasks (page 113)
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Task components (page 116)
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Graphological tasks (page 120)
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Language scaffolding (page 122)
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Language scaffolding tasks (page 124)
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Composing tasks (page 130)
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Sequencing writing tasks: The teaching-writing cycle (page 136)
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Summary and conclusion (page 139)
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Discussion questions and activities (page 141)
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6 New technologies in writing instruction (page 143)
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Computers, writing, and language learning (page 144)
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Word processing and writing teaching (page 146)
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Online writing (page 150)
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Internet resources for writing (page 158)
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CALL resources for writing (page 162)
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Corpora and concordancing (page 167)
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Summary and conclusion (page 172)
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Discussion questions and activities (page 172)
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Appendix 6.1 Some useful websites for writing teachers (page 174)
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7 Responding to student writing (page 177)
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Teacher written feedback (page 178)
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Teacher-student conferencing (page 192)
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Peer feedback (page 198)
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Summary and conclusion (page 207)
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Discussion questions and activities (page 208)
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Appendix 7.1 A rubric for the first draft of a university expository essay assignment (page 210)
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Appendix 7.2 A peer response sheet (page 211)
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8 Assessing student writing (page 212)
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Purposes of assessment (page 213)
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Validity and reliability issues (page 215)
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Designing assessment tasks (page 220)
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Approaches to scoring 226 (page 226)
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Reducing assessment anxiety (page 232)
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Portfolio assessments (page 233)
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Summary and conclusion (page 239)
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Discussion questions and activities (page 240)
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Appendix 8.1 Holistic marking scheme (page 241)
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Appendix 8.2 An analytic scoring rubric (page 243)
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9 Researching writing and writers (page 245)
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Some preliminaries and key steps (page 246)
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Generating research: Formulating and focusing a question (page 247)
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Designing research (page 249)
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Collecting data (page 252)
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Analyzing writing data (page 264)
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Reporting research (page 270)
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Summary and conclusion (page 272)
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Discussion questions and activities (page 272)
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Appendix 9.1 Some topics and issues in writing research (page 275)
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References (page 277)
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Index (page 295)
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Citable Link
Published: 2003
Publisher: Cambridge University Press
- 9780511501951 (ebook)
- 9780521534307 (paper)
- 9780521827058 (hardcover)