Second language writing / Ken Hyland.
By: Hyland, KenMaterial type: TextLanguage: English Series: Cambridge language educationPublisher: Cambridge ; New York : Cambridge University Press, 2003Description: xvii, 299 p. : ill. ; 24 cmISBN: 0521827051 ; 0521534305 (pbk.)Subject(s): Language and languages -- Study and teaching | Rhetoric -- Study and teaching | Second language acquisitionDDC classification: 808.042 LOC classification: P53.27 | .H95 2003Online resources: Sample text | Table of contents | Publisher description | WorldCat details | Ebook Fulltext
|Item type||Current location||Collection||Call number||Copy number||Status||Date due||Barcode||Item holds|
|E-Book||EWU Library E-book||Non-fiction||808.042 HYS 2003 (Browse shelf)||Not for loan|
|Text||EWU Library||808.042 HYS (Browse shelf)||C-1||Available||5604-19935|
|Text||EWU Library Reserve Section||Non-fiction||808.042 HYS 2003 (Browse shelf)||C-2||Not For Loan||20848|
Includes bibliographical references (p. 277-293) and indexes.
1. Writing and teaching writing --
2. Second language writers --
3. Syllabus design and lesson planning --
4. Texts and materials in the writing class --
5. Tasks in the writing class --
6. New technologies in writing instruction --
7. Responding to student writing --
8. Assessing student writing --
9. Researching writing and writers. Table of contents
"Second Language Writing is an authoritative approach to the theory and practice of teaching writing to students of English as a Foreign/Second Language. While assuming no specialist knowledge, the book systematically sets out the key issues in second language writing instruction to offer both pre- and in-service teachers a guide to L2 writing instruction grounded in current theory and research. The book includes chapters on approaches to writing teaching, needs analysis, syllabus design, lesson planning, task design, materials development, and feedback and assessment as well on using technology in writing classes and conducting research into writing. The book takes the clear stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experience according to the demands and constraints of particular target contexts. There are review exercises, reflection questions, and copius examples to make the book extremely useful to prospective and practicing teachers alike."--BOOK JACKET.