This book is a user-friendly resource designed to help teachers meet the needs of linguistically, culturally, geographically, and educationally diverse students in the contemporary college composition classroom. Pelaez-Morales and McIntosh acknowledge that writing must be understood in context and address practical ways to support all writers of English, regardless of background. Chapters cover rhetorical strategies, genre analysis, feedback, and assessment. Drawing from a number of theoretical frameworks including intercultural rhetoric, L2 writing, translingualism, and World Englishes, the book's practical, classroom-based suggestions will prepare pre- and in-service teachers to work in internationalized higher education contexts and to accommodate a range of knowledge and skill levels.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für Beruf und Forschung
Postgraduate
Illustrationen
19 s/w Tabellen
19 Tables, black and white
Maße
Höhe: 235 mm
Breite: 157 mm
Dicke: 16 mm
Gewicht
ISBN-13
978-1-032-47319-2 (9781032473192)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Carolina Pelaez-Morales is Professor of English at Columbus State University, where she teaches writing and TESOL courses. She has published in Journal of Second Language Writing, Language and Education Journal, and the Journal of Writing Teacher Education. She has also contributed to books such as The Internationalization of U.S. Writing Programs.
Kyle McIntosh is Associate Professor of English and Writing at the University of Tampa, where he teaches composition and TESOL courses. His work has appeared in Journal of Second Language Writing, Journal of English for Academic Purposes, International Multilingual Research Journal, and TESOL Quarterly.
Autor*in
Columbus State University
University of Tampa
Contents
Chapter 1. Teaching academic writing in English: No longer "business as usual"
Chapter 2. Internationalizing English academic writing classes: Taking the first steps
Chapter 3. Next steps: Getting to know students and adjusting the curriculum
Chapter 4. Moving ahead: Flexibility as framework for internationalized writing classes
Chapter 5. Helping students find and strengthen their academic voices
Chapter 6. Language variation and use in academic contexts
Chapter 7. Making feedback matter for everyone
Chapter 8. Making assessment fairer and more transparent
Chapter 9. The (flexible) ethics of writing: Maintaining academic integrity in the internationalized classroom
Chapter 10. Where do we go now? The future of writing in English for international audiences
