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Second language writing

Ken Hyland 2003 © Cambridge University Press
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ISBN(s)
  • 9780521534307 (paper)
  • 9780521827058 (hardcover)
  • 9780511501951 (ebook)
Subject
  • Linguistics
Citable Link

  • Table of Contents

  • Stats

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