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This book attempts to engage directly with the complexities and tensions in genre from both theoretical and pedagogical perspectives. Beyond Convention considers a range of learning and teaching settings, including first-year undergraduate writing, undergraduate writing in the disciplines, and the advanced academic writing of graduate students and professionals. It is intended for those interested in the complexities of written communication, whether their interests are grounded in genre theory, academic discourse, discourse analysis, or writing instruction. With its attentiveness to context, discipline, and community, it offers a resource for those interested in English for Academic Purposes, English for Specific Purposes, and Writing in the Disciplines.
In this substantively revised new edition, Hirvela moves beyond the argument he made in the first edition of the value of connecting reading and writing. This new edition explains various dimensions of those connections and offers a fresh look at how to implement them in L2 writing instruction. It provides both new and experienced teachers of writing with a solid grounding in the theoretical foundations and pedagogical possibilities associated with reading-writing connections.
The third edition of First Day to Final Grade: A Graduate Student's Guide to Teaching is designed to help new graduate student teaching assistants navigate the challenges of teaching undergraduates. Both a quick reference tool and a fluid read, the book focuses on the "how tos" of teaching, such as setting up a lesson plan, running a discussion, and grading, as well as issues specific to the teaching assistant's unique role as both student and teacher
The Five-Minute Linguist has been a popular introduction to the subject of language because it is succinct, clear, accurate - and fun to read. It is used by beginning students of linguistics, language education and anthropology, and has broad appeal for general readers, people who read for enjoyment as well as knowledge. The chapters are short, suitable for browsing or reading on the run. But although it is intentionally light in tone, the book is full of up-to-date information, written by more than 60 experts from around the world.
Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of "threshold concepts"--concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field's most active researchers and teachers. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites--first-year writing programs, WAC/WID programs, writing centers, writing majors--and for professional development to present this framework in action.
Naming What We Know: Threshold Concepts of Writing Studies, published in 2015, contributed to a discussion about the relevance of identifying key concepts and ideas of writing studies. (Re)Considering What We Know continues that conversation while simultaneously raising questions about the ideas around threshold concepts. Contributions introduce new concepts, investigate threshold concepts as a framework, and explore their use within and beyond writing.
A collection of personal accounts, in narrative and interview format, of the formative literacy experiences of highly successful second language users, all of who are professional academics. Representing fourteen countries in origin, the contributors recount in their own words past and present struggles and successes as learners of language and of much else.
This fully up-to-date second edition includes- - an expanded preface - updated case studies and new cases throughout that deal with new developments in language teaching and reflective practice - fully updated citations - three brand new chapters, on online reflective practice and teaching young learners, and a new final chapter on developing a 'culture of reflection' As in the first edition, this book outlines strategies for professional development through reflective practice in the language classroom.
A global anthology of fiction and poetry in vernacular English. Rotten English spans the globe to offer an overview of the best non-standard English writing of the past two centuries, with a focus on the most recent decades. With concise introductions that explain the context and aesthetics of the vernacular tradition, this anthology pays tribute to the changes English has undergone as it has become a global language.
This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education. It is appropriate for those interested in working with students in academic settings, especially those students who are transitioning from secondary to post-secondary education. It provides a coherent synthesis and summary not only of the scope and nature of the changes but of their practical implications for program administration, course design, and classroom instruction, particularly for writing courses. For pre-service teachers and those new(er) to the field of working with L2 student writers, it offers an accessible and focused look at the "audience" issues with many practical suggestions. For teacher-educators and administrators, it offers a resource that can inform their own decision-making.
Offers a wealth of readings ranging from the historical foundations of the field to the latest scholarship in developmental reading. The articles provide different perspectives on topics of special interest to developmental reading instructors, and the collection offers a mix of historical, theoretical, and practical works.
This text moves from general themes to specific pedagogical concerns. It includes practice-oriented chapters on the role of genre, task construction, course and lesson design, writing assessment, feedback, error treatment, and classroom language (grammar, vocabulary, style) instruction. Each chapter includes Questions for Reflection, Further Reading and Resources, Reflection and Review, and Application Activities.
Since its initial publication, Writing about Writing has empowered tens of thousands of students to investigate assumptions about writing and to explore how writing works. It does so by making writing itself the subject of inquiry. Unique to Wardle and Downs' approach, the text presents "threshold concepts" about writing--central ideas that writers need to understand in order to progress. As they come to a deeper understanding of these threshold concepts, students are able to transfer their understanding to any writing situation they encounter.