Teaching Writing, Revised
Description
Do you think that the qualities of good writing are culture specific or universal?
This reflective question and many others await your discussion and analysis in this revised edition of TESOL Press’s best-selling Teaching Writing, which explores different approaches to teaching writing in second language classrooms. This volume contains a new chapter, Designing Writing Assignments. New references and updated research, as well as lesson plans for teachers at various levels, are also included.
About the English Language Teacher Development Series
As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.
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Persons
Jennifer A. Mott-Smith is Professor of English and ESOL Coordinator at Towson University in Maryland, USA. Specializing in second language writing and committed to educational equity, she has taught ESL at the postsecondary level for over twenty-five years. Recently, she co-authored Teaching Effective Source Use: Classroom Approaches that Work.
Zuzana Tomaš is Associate Professor of ESL/TESOL at Eastern Michigan University, USA, where she teaches ESL writing and TESOL courses. She has taught English or offered professional development in Slovakia, Czech Republic, Bulgaria, Montenegro, Syria, China, Indonesia, and the United States.
Ilka Kostka is an associate teaching professor in the College of Professional Studies at Northeastern University in Boston, Massachusetts. She teaches and oversees undergraduate and graduate ESL courses and contributes to curriculum and program development. She received her PhD in bilingual education from New York University.
Thomas S.C. Farrell, PhD, is a professor at Brock University in St. Catharines, Ontario, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas. His work can be found at www.reflectiveinquiry.ca.