Teaching L2 composition [electronic resource] : purpose, process, and practice / Dana R. Ferris, John S. Hedgcock
- Author
- Ferris, Dana
- Published
- New York : Routledge, 2014.
- Edition
- Third edition.
- Physical Description
- 1 online resource (915 pages)
- Additional Creators
- Hedgcock, John and Ebooks Corporation
Access Online
- Contents
- Machine generated contents note: Theoretical Knowledge in L2 Writing Instruction and Research -- Fundamentals of Writing and Writing Systems -- Origins of Writing -- Lexigraphic Writing -- Distinct Dimensions of L2 Writing Development -- Prior Knowledge: Implications for Teaching L2 Writing -- Intercultural Rhetoric and Its Implications for Teaching L2 Writing -- Chapter Summary -- Further Reading and Resources -- Reflection and Review -- Application Activities -- L2 Writers: Understanding Student Populations -- International (Visa) Students -- EFL Students -- Resident Immigrants -- Generation 1.5 Learners -- Literacy Abilities of Different L2 Populations -- Contexts: Where L2 Writing Is Taught -- Foreign Language Contexts -- Second Language Contexts -- Chapter Summary -- Further Reading and Resources -- Reflection and Review -- Application Activities -- Appendix -- Sources of Expertise in L2 Composition -- Rhetoric and Linguistics -- Composition Studies and Applied Linguistics -- Theory, Research, and Practice in L1 and L2 Composition Instruction -- Product-Oriented Instructional Traditions in L1 Rhetoric and Composition -- The Process Movement and Allied Pedagogies -- Composition in the Post-Process Era -- Emergence of a Discipline: Issues and Methods -- Shifts in Pedagogical Focus -- Chapter Summary -- Further Reading and Resources -- Reflection and Review -- Application Activities -- L2 Literacy Development and the Sources of Literate Knowledge -- Reading and Writing: Parallel Processes -- The Reciprocity of the Reading-Writing Relationship -- Reading-Writing Relationships Within and Across Languages -- Reading Instruction in the Composition Course -- Integrating Reading and Writing in L2 Composition Instruction -- Reading to Write -- Writing to Read -- Writing to Learn -- Reciprocal Literacy Tasks -- Reading, Writing, and Communication in Socioliterate Communities -- Building Socioliterate Knowledge Through Work with Genres -- Approaches to Genre -- Defining Genre -- Genres, Genre Awareness, and Genre Production in L2 Writing Instruction -- Designing Tasks and Assignments for Socioliterate Instruction -- Maximizing Literacy Resources -- Text Selection -- Formal Task and Assignment Design -- The Mechanics of Task Design and Implementation -- Guidelines for Devising Writing Prompts -- Choice -- Genre Authenticity: Avoiding Formulaic Assignments -- Chapter Summary -- Further Reading and Resources -- Reflection and Review -- Application Activities -- Appendixes -- Curriculum Development Essentials -- Needs Assessment: Mapping Learner Needs and Institutional Expectations -- Environment Analysis -- Needs Analysis -- Needs Assessment Instruments -- Setting Targets for Learning and Teaching: Goals and Objectives -- From Goals and Objectives to Syllabus -- Nuts and Bolts: Prioritizing, Sequencing, and Planning for Writing -- Lesson Planning: Practices and Procedures -- Identifying Lesson Objectives -- Sequencing and Organizing a Lesson Plan -- The Mechanics of Lesson Planning -- Chapter Summary -- Further Reading and Resources -- Reflection and Review -- Application Activities -- Appendixes -- Purposes for L2 Writing Assessment -- Measurement Tools and Participant Roles -- Principles of Task Reliability and Validity -- Reliability in Writing Assessment -- Validity in L2 Writing Assessment -- Approaches to Scoring L2 Writing -- Holistic Scoring -- Analytic Scoring -- Primary and Multiple Trait Scoring -- Portfolio Assessment -- An Outline for Portfolio Assessment -- Practical Concerns in Assessing Student Performance -- Managing the Workload -- Assignment Grading Anxiety -- Assigning Course Grades -- Chapter Summary -- Further Reading and Resources -- Reflection and Review -- Application Activities -- Perspectives on Teacher Response -- Research on Teacher Feedback -- Descriptive Studies on the Nature of Teacher Feedback -- Effects of Teacher Commentary -- Student Views of Teacher Feedback -- Research on Teacher Commentary: Summary and Caveats -- Principles for Written Teacher Feedback -- Guidelines for Written Teacher Commentary -- Approach -- Response -- Follow-Up -- Written Commentary: Summary -- Teacher-Student Writing Conferences -- Implementing Writing Conferences: Issues and Options -- Logistics: When, Where, and How Often? -- What Topics Should Conferences Cover? -- Beyond Teacher Response: Other Sources of Feedback -- Peer Response for L2 Writers -- Implementing Peer Response Successfully -- Integrating Peer Response Into Course and Lesson Design -- Preparing Students for Peer Review -- Forming Peer Review Dyads and Groups -- Structuring Peer Response Activities -- Following Up on Peer Review Tasks -- Peer Review: Summary -- Building Autonomy Through Guided Self-Assessment -- Feedback From Outside Sources -- Chapter Summary -- Further Reading and Resources -- Reflection and Review -- Application Activities -- Appendixes -- A Brief History of Error Correction in the Writing Class -- Error Correction: Questions, Issues, and Options -- Does Error Feedback Help Students At All? -- What Is an Error? Should Teachers Mark for "Errors" or "Style"? -- What Kinds of Errors Do L2 Writers Most Typically Make? -- Should Error Feedback Be Selective or Comprehensive? -- Should Error Feedback Focus on Larger or Smaller Categories? -- Should Feedback Be Direct or Indirect? -- Should Errors Be Labeled or Located? -- Where in the Text Should Error Feedback Be Given? -- How Should Teachers Provide Error Feedback? -- Strategy Training for Self-Editing -- Techniques for Teaching Editing Skills in the Writing Class -- Conclusion: Putting It All Together -- Chapter Summary -- Further Reading and Resources -- Reflection and Review -- Application Activities -- Appendix -- Perspectives on Language Instruction in the Writing Class -- The "Why": Is Language Development Useful for the Writing Class? -- The "What": How to Select Structures and Strategies for Instruction -- Consider Student Needs -- "Exploit" Class Reading Activities -- Consider Language Required for Assigned Writing Tasks -- The "How": Approaches to Vocabulary and Grammar Development -- The General Shape of Mini-Lessons -- Mini-Lessons for Language Development -- Analyzing Grammatical Choices in Writing -- Teaching Other Stylistic Elements -- Using Corpus Tools for Language Instruction -- Summary: Putting It All Together -- The "Who": Considerations for Teacher Development -- What Teachers Need to Know -- Chapter Summary -- Further Reading and Resources -- Reflection and Review -- Application Activities -- Appendix.
- Subject(s)
- ISBN
- 1136696652 (electronic bk.)
9781136696657 (electronic bk.)
9780203813003 (ebook)
0203813006 (ebook) - Note
- Description based on print version record.
AVAILABLE ONLINE TO AUTHORIZED PSU USERS. - Bibliography Note
- Includes bibliographical references and index.
- Reproduction Note
- Electronic reproduction. Perth, W.A. Available via World Wide Web.
- Technical Details
- Mode of access: World Wide Web.
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