Second Language Writing (Cambridge Applied Linguistics): Research Insights for the Classroom

doi:10.1017/CBO9781139524551

This comprehensive collection of thirteen original articles covers the major issues writing teachers face.It systematically sets out the key issues in second language writing instruction to offer both pre-service and in-service teachers a guide to writing instruction grounded in current theory and research. The book includes chapters on approaches to teaching writing, needs analysis, syllabus design, lesson planning, task design, materials development, and feedback and assessment, and on using technology in writing classes and in conducting research. There are review exercises, reflection questions, and copious examples to make the book extremely useful to prospective and practicing teachers alike.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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List of contributors
pp vii-vii
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Series editors' preface
pp viii-viii
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Preface
pp ix-x
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Introduction
pp 1-6
- By Barbara Kroll, California State University
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I - PHILOSOPHICAL UNDERPINNINGS OF SECOND LANGUAGE WRITING INSTRUCTION
pp 7-10
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Chapter 1 - Second language composition instruction: developments, issues, and directions in ESL
pp 11-23
- By Tony Silva, Auburn University, Alabama
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Chapter 2 - L1 composition theories: implications for developing theories of L2 composition
pp 24-36
- By Ann M. Johns, San Diego State University, California
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Chapter 3 - An overview of second language writing process research
pp 37-56
- By Alexandra Rowe Krapels, University of South Carolina, Columbia
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Chapter 4 - Coaching from the margins: issues in written response
pp 57-68
- By Ilona Leki, University of Tennessee, Knoxville
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Chapter 5 - Second language writing: assessment issues
pp 69-87
- By Liz Hamp-Lyons, University of Colorado, Denver
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Chapter 6 - Reading–writing connections: toward a description for second language learners
pp 88-102
- By Joan Carson Eisterhold, Georgia State University, Atlanta
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II - CONSIDERATIONS FOR WRITING INSTRUCTION
pp 103-108
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Chapter 7 - Composing in English: effects of a first language on writing in English as a second language
pp 109-125
- By Alexander Friedlander, Drexel University, Philadelphia, Pennsylvania
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Chapter 8 - The teaching of topical structure analysis as a revision strategy for ESL writers
pp 126-139
- By Ulla Connor, Indiana University, Indianapolis, Mary Farmer, Purdue University, West Lafayette, Indiana
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Chapter 9 - What does time buy? ESL student performance on home versus class compositions
pp 140-154
- By Barbara Kroll, California State University, Northridge
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Chapter 10 - Feedback on compositions: teacher and student verbal reports
pp 155-177
- By Andrew D. Cohen, Hebrew University of Jerusalem, Israel, Marilda C. Cavalcanti, Universidade Estadual de Campinas, Brazil
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Chapter 11 - Teacher response to student writing: focus on form versus content
pp 178-190
- By Ann K. Fathman, College of Notre Dame, Belmont, California, Elizabeth Whalley, San Francisco State University, California
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Chapter 12 - Responding to different topic types: a quantitative analysis from a contrastive rhetoric perspective
pp 191-210
- By Joy Reid, University of Wyoming, Laramie
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Chapter 13 - Writing with others' words: using background reading text in academic compositions
pp 211-230
- By Cherry Campbell, Monterey Institute of International Studies, California
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Index
pp 231-246
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Second Language Writing (Cambridge Applied Linguistics)

Research Insights for the Classroom

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

List of contributors
pp vii-vii

Series editors' preface
pp viii-viii

Preface
pp ix-x

Introduction
pp 1-6

I - PHILOSOPHICAL UNDERPINNINGS OF SECOND LANGUAGE WRITING INSTRUCTION
pp 7-10

Chapter 1 - Second language composition instruction: developments, issues, and directions in ESL
pp 11-23

Chapter 2 - L1 composition theories: implications for developing theories of L2 composition
pp 24-36

Chapter 3 - An overview of second language writing process research
pp 37-56

Chapter 4 - Coaching from the margins: issues in written response
pp 57-68

Chapter 5 - Second language writing: assessment issues
pp 69-87

Chapter 6 - Reading–writing connections: toward a description for second language learners
pp 88-102

II - CONSIDERATIONS FOR WRITING INSTRUCTION
pp 103-108

Chapter 7 - Composing in English: effects of a first language on writing in English as a second language
pp 109-125

Chapter 8 - The teaching of topical structure analysis as a revision strategy for ESL writers
pp 126-139

Chapter 9 - What does time buy? ESL student performance on home versus class compositions
pp 140-154

Chapter 10 - Feedback on compositions: teacher and student verbal reports
pp 155-177

Chapter 11 - Teacher response to student writing: focus on form versus content
pp 178-190

Chapter 12 - Responding to different topic types: a quantitative analysis from a contrastive rhetoric perspective
pp 191-210

Chapter 13 - Writing with others' words: using background reading text in academic compositions
pp 211-230

Index
pp 231-246

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Second Language Writing (Cambridge Applied Linguistics)

Research Insights for the Classroom

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