Teaching ESL Writing
Published on 9. May 2000
Book
Paperback/Softback
368 pages
978-0-13-888215-0 (ISBN)
Description
Written specifically for graduate students studying to become teachers of composition, this text provides well-documented, specific information about planning curricula, developing syllabi for each level of language proficiency in an ESL writing program, and day-to-day lesson plans for all levels of ESL writing classes.
More details
Language
English
Place of publication
Upper Saddle River
United States
Target group
ELT/ESL
Dimensions
Height: 230 mm
Width: 153 mm
Thickness: 18 mm
Weight
447 gr
ISBN-13
978-0-13-888215-0 (9780138882150)
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 Classification
Content
Chapter 1 Overview of Native English Speaker (NES) Composition
Beginnings
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
Conclusion
Discussion Questions/Writing
Chapter 2 Overview of ESL Composition
Early ESL Methods
Controlled Writing
"Free Writing"/Guided Writing
Language-Bases 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
Conclusion
Discussion Questions/Writing
Chapter 3 Pedagogical Issues in ESL Writing
Cross-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
Conclusion
Discussion Questions/Writing
Chapter 4 Curriculum and Syllabus Design
Curriculum 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
Conclusion
Discussion Questions/Writing
Chapter 5 Blind Random: The First Weeks
Learning about Student (and Teacher) Styles
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
Conclusion
Discussion Questions/Writing
Chapter 6 Collaborative and Cross-Cultural Activities
Selection 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
Conclusion
Discussion Questions/Writing
Chapter 7 English for Academic Purposes (EAP) and Integrated Skills Activities
Sequencing Assignments
Sample Sequences
The Writing-Reading Connection
Journal (Daybook, Learning Log) Writing and Reading
Reading(and Writing about) Peer and Self-Writing
Nonfiction Readingand Writing
Readingand Writing about Literature
Integrated Skills Activities
Surveys
Games, Role-Play, and Writing
Situations and Writing
Designing Activities and Writing Assignments
Conclusion
Discussion Questions/Writing
Chapter 8 Responding to Student Writing
Student Response
Issues in Peer Review
Peer Review Worksheets
Alternative Audiences
Teacher Response
Conferencing
Mini-conferencing
Conclusion
Discussion Questions/Writing
Chapter 9 Evaluating Student Writing
Accuracy and Fluency
Revision
Grading Scales
Analytic Scoring
Holistic Scoring
Teacher Evaluation
Forming a Philosophy of Evaluation
Evaluation Criteria
Cover Sheets
Evaluating Evaluation
Portfolio Assessment
Plagiarism
Conclusion
Discussion Questions/Writing
Chapter 10 Teaching ESL Writing: Becoming a Professional
Individual Professional Development
Theory: The Foundation of the Profession
From Theory to Practice: Reflective Teaching
Action Research
Conclusion
Discussion Questions/Writing
APPENDICES
Appendix 1: Personality Surveys
Appendix 2: Learning and Teaching Style Surveys
Appendix 3: Teacher Observation Sheets
GLOSSARY
ANNOTATED BIBLIOGRAPHY
WORKS CITED
Beginnings
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
Conclusion
Discussion Questions/Writing
Chapter 2 Overview of ESL Composition
Early ESL Methods
Controlled Writing
"Free Writing"/Guided Writing
Language-Bases 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
Conclusion
Discussion Questions/Writing
Chapter 3 Pedagogical Issues in ESL Writing
Cross-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
Conclusion
Discussion Questions/Writing
Chapter 4 Curriculum and Syllabus Design
Curriculum 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
Conclusion
Discussion Questions/Writing
Chapter 5 Blind Random: The First Weeks
Learning about Student (and Teacher) Styles
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
Conclusion
Discussion Questions/Writing
Chapter 6 Collaborative and Cross-Cultural Activities
Selection 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
Conclusion
Discussion Questions/Writing
Chapter 7 English for Academic Purposes (EAP) and Integrated Skills Activities
Sequencing Assignments
Sample Sequences
The Writing-Reading Connection
Journal (Daybook, Learning Log) Writing and Reading
Reading(and Writing about) Peer and Self-Writing
Nonfiction Readingand Writing
Readingand Writing about Literature
Integrated Skills Activities
Surveys
Games, Role-Play, and Writing
Situations and Writing
Designing Activities and Writing Assignments
Conclusion
Discussion Questions/Writing
Chapter 8 Responding to Student Writing
Student Response
Issues in Peer Review
Peer Review Worksheets
Alternative Audiences
Teacher Response
Conferencing
Mini-conferencing
Conclusion
Discussion Questions/Writing
Chapter 9 Evaluating Student Writing
Accuracy and Fluency
Revision
Grading Scales
Analytic Scoring
Holistic Scoring
Teacher Evaluation
Forming a Philosophy of Evaluation
Evaluation Criteria
Cover Sheets
Evaluating Evaluation
Portfolio Assessment
Plagiarism
Conclusion
Discussion Questions/Writing
Chapter 10 Teaching ESL Writing: Becoming a Professional
Individual Professional Development
Theory: The Foundation of the Profession
From Theory to Practice: Reflective Teaching
Action Research
Conclusion
Discussion Questions/Writing
APPENDICES
Appendix 1: Personality Surveys
Appendix 2: Learning and Teaching Style Surveys
Appendix 3: Teacher Observation Sheets
GLOSSARY
ANNOTATED BIBLIOGRAPHY
WORKS CITED