Teaching ESL Composition: Purpose, Process, and Practice
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In keeping with the spirit of the first edition, Teaching ESL Composition: Purpose, Process, and Practice, Second Edition presents pedagogical approaches to the teaching of ESL composition in the framework of current theoretical perspectives on second language writing processes, practices, and writers.
The text as a whole moves from general themes to specific pedagogical concerns. A primary goal is to offer a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. The focus is on providing apprentice teachers with practice activities that can be used to develop the complex skills involved in teaching second language writing. Although all topics are firmly grounded in reviews of relevant research, a distinguishing feature of this text is its array of hands-on, practical examples, materials, and tasks, which are presented in figures and in the main text. The synthesis of theory and research in a form that is accessible to preservice and in-service teachers enables readers to see the relevance of the field's knowledge base to their own present or future classroom settings and student writers.
Each chapter includes:
*Questions for Reflection--pre-reading questions that invite readers to consider their own prior experiences as students and writers and to anticipate how these insights might inform their own teaching practice;
*Reflection and Review--follow-up questions that ask readers to examine and evaluate the theoretical information and practical suggestions provided in the main discussion; and
*Application Activities--a range of hands-on practical exercises, such as evaluating and synthesizing published research, developing lesson plans, designing classroom activities, executing classroom tasks, writing commentary on sample student papers, and assessing student writing.
The dual emphasis on theory and practice makes this text appropriate as a primary or supplementary text in courses focusing on second language writing theory, as well as practicum courses that emphasize or include second language writing instruction or literacy instruction more generally.
New in the Second Edition:
*updated research summaries consider new work that has appeared since publication of the first edition;
*revised chapter on research and practice in the use of computers in second language writing courses covers recent developments;
*streamlined number and type of Application Activities focus on hands-on practice exercises and critical analysis of primary research; and
*revisions throughout reflect the authors' own experiences with the text and reviewers' suggestions for improving the text.
the learner's writing should somehow manifest evidence of that knowledge. In other words, our hypothetical science fiction fan should be more proficient in producing book review samples than peers who have not exposed themselves to substantial quantities of this text type or genre. Producing empirical evidence to support strong links between genre-specific reading and genre-specific writing ability unfortunately poses serious challenges for researchers (Grabe, 1991, 2001a, 2003; Hudson, 1998).
University. Dana Ferris John Hedgcock Chapter I Theoretical and Practical Issues in ESL Writing Questions for Reflection * What do you remember about the primary language writing instruction you received during your primary, secondary, college, or even graduate education? What were the principal features of the method or methods used by your instructors? * What aspects of that writing instruction contributed most (or least) to your expertise as a writer in your primary language? Why? * In
language? If so, compare that experience to your experience as an apprentice writer in your primary language. Describe specific similarities and differences. 1 2 CHAPTER 1 THE VALUE OF THEORETICAL KNOWLEDGE Teacher preparation manuals conventionally begin with a theoretical background that explains and justifies the premises of the instructional approaches to be presented. This practice sometimes frustrates pre- and in-service teachers who may wish to forgo a careful study of abstract theories
Directions. Request samples of authentic instructional tasks and exercises from your instructor, a colleague, or a literacy instructor at an institution near you. Analyze a task in terms of the functions outlined in Fig. 4.2 and the checklist components listed in Fig. 4.3. You may also wish to use the materials in Figs. 4.4, 4.5, 4.10, and 4.11 as reference points. If you think the task merits revision or further development, modify it according to the outcomes of your analysis. Justify your
however small or transitory, is significant; all of it communicates. (De Vito, J. A. . The interpersonal communication book [5th ed.]. New York: HarperCollins.) TEXT SELECTION AND MATERIALS DEVELOPMENT QUOTATION Directions: Review the following information individually or with a partner; then complete the exercise at the end of the section. A quotation "involves noting down a source's exact words" (Lunsford, A., & Connors, R. . The St. Martin's handbook [2nd ed.]. New York: St.