Teaching ESL writing

Author(s)

• Reid, Joy M.

Bibliographic Information

Teaching ESL writing

Joy M. Reid

Regents/Prentice Hall, c1993

Note

Includes bibliographical references (p. 293-349) and index

Description and Table of Contents

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.

Table of Contents

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

by "Nielsen BookData"

Details

• NCID: BA20556525
• ISBN:
  • 0138882150
• LCCN: 92039239
• Country Code: us
• Title Language Code: eng
• Text Language Code: eng
• Place of Publication: Englewood Cliffs, N.J.
• Pages/Volumes: xii, 354 p.
• Size: 23 cm
• Classification:
  • LCC : PE1128.A2
  • DC20 : 428.2/4
• Subject Headings:
  • LCSH : English language -- Study and teaching -- Foreign speakers
  • LCSH : English language -- Composition and exercises -- Study and teaching