Language Teaching: Writing by Chris TribbleLanguage Teaching: Writing by Chris Tribble

Language Teaching: Writing

byChris TribbleEditorC. N. Candlin, H. G. Widdowson

Paperback | February 1, 1997

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Writing provides an introduction to both traditional and more recent approaches to the teaching of this skill, and shows how current teaching materials put these approaches into practice. The reader is encouraged to think about the reasons for teaching writing, and to see how many differenttypes of writing - factual or creative, public or personal, business or academic - can be brought into the language classroom.
Professor Henry Widdowson is Emeritus Professor of Education, University of London, and has also been Professor of Applied Linguistics at Essex University and Professor of English Linguistics at the University of Vienna.
Title:Language Teaching: WritingFormat:PaperbackDimensions:186 pages, 9.69 × 6.81 × 0.51 inPublished:February 1, 1997Publisher:Oxford University Press

The following ISBNs are associated with this title:

ISBN - 10:0194371417

ISBN - 13:9780194371414

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Table of Contents

Note: A full contents list at the front of the book provides a complete list of the activities, the suggested level at whicheach activity can be used, and the topic for each activity. Thesummary below aims to give a general idea of the book's organization.brThe author and series editor.ForewordIntroductionHow to use this book1. Composing (18 activities)The tasks present a range of techniques for encouraging good pre-writing and drafting strategies in the process of composition.2. Communicating (14 activities)The tasks demonstrate ways in which the teacher can create contextsfor classroom writing and provide a range of readers.3. Crafting (21 activities)The tasks suggest ways in which teachers can help learners to develop paragraphs coherently, to use cohesive devices, to usea range of sentence structures, and to develop a range of appropriate! vocabulary.4. Improving (8 activities)The tasks encourage students to become involved in redrafting and editing their work. This section also investigates possiblemarking strategies for teachers and the development of markingpolicies within institutions.5. EvaluatingThis section considers criteria which teachers might apply in selecting or designing appropriate writing tasks and materialsfor their own /BibliographyFurther reading---------------------------------------The author and series editorsIntroductionSection One: Explanation1. Why teach writing?1.1 Introduction1.2 What to teach?1.3 Different students: different needs1.4 Conclusion2. The roles of writing2.1 Differences between writing and speaking2.2 Differences between writing and reading2.3 Writing and power3. Speaking and writing3.1 Distinguishing features of spoken and written language3.2 Lexical density3.3 Stylistic choice3.4 Conclusion4. The organization of written texts4.1 Introduction4.2 Layout4.3 Social function4.4 Clause relations4.5 Discourse relations4.6 Conclusion5. Approaches to the teaching of writing: process5.1 Introduction5.2 Models of the writing process5.3 Protocols5.4 Problems of the process approach5.5 What writers need to know5.6 Conclusion6. Approaches to the teaching of w! riting: genre6.1 Introduction6.2 Communicative events and communicative purposes6.3 How genres change6.4 Reader expectation and schematic structure6.5 Defining typical and less typical examples: communicativepurpose6.6 Genre and social structures6.7 Conclusion: process and genreSection Two: Demonstration7. Writing in language teaching7.1 Identifying purpose7.2 What writers need to know7.3 Conclusion8. Writing in business and professional settings8.1 Writing in different contexts8.2 Business and professional contexts8.3 Conclusion9. Writing in academic and study settings9.1 Introduction9.2 The intellectual /rhetorical approach9.3 The social / genre approach9.4 Structure and organization9.5 Argumentation9.6 Style9.7 Conclusion10. Teaching writing skills10.1 Introduction10.2 Pre-writing10.3 Composing and drafting10.4 Revising and editing10.5 Conclusion11. Responding to student writing11.1 Introduction11.2 Four basic roles11.3 Audience11.4 Assistant11.5 Evaluator11.6 Examiner11.7 ConclusionSection Three: Exploration12. Exploring writing in the classroombr /GlossaryFurther readingBibliographyIndexAcknowledgements