Practical Ideas For Teaching Writing As A Process
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Practical Ideas for Teaching Writing as a Process
Contains a collection of specific classroom strategies & suggestions for teaching writing to elementary school students according to an eight-stage process. Specific techniques for teaching each stage of the writing process & descriptions of proven approaches for using these techniques are also included. "A wonderful resource, a labor of love from a large & talented group of educators." Had its beginnings in the California Writing Project at the Univ. of California, Irvine. Best Seller! Illustrated.
Practical Ideas for Teaching Writing as a Process at the High School and College Levels
The concept of writing as process has revolutionized the way many view composition, and this book is organized by the stages of that process. Each section begins with a well-known author presenting specific techniques, followed by commentaries which include testimonials, applications of writing techniques, and descriptions of strategy modifications all contributed by classroom teachers. The book includes the following sections and initial chapters: Section 1 (The Process): "Teaching Writing as a Process" (Catherine D'Aoust); Section 2 (Prewriting): "Clustering: A Prewriting Process" (Gabriele Lusser Rico); Section 3 (Prewriting in Different Subjects): "Prewriting Assignments Across the Curriculum" (Jim Lee); Section 4 (Showing, Not Telling): "A Training Program for Student Writers" (Rebekah Caplan); Section 5 (Using Cooperative Learning to Facilitate Writing): "Using Structures to Promote Cooperative Learning in Writing" (Jeanne M. Stone and Spencer S. Kagan); Section 6 (Writing): "Developing a Sense of Audience, or Who Am I Really Writing This Paper For?" (Mark K. Healy); Section 7 (Teaching Writing in the Culturally and Linguistically Diverse Classroom): "English Learners and Writing: Responding to Linguistic Diversity" (Robin Scarcella); Section 8 (Domains of Writing): "Teaching the Domains of Writing" (Nancy McHugh); Section 9 (Writing the Saturation Report): "Using Fictional Techniques for Nonfiction Writing" (Ruby Bernstein); Section 10 (Point of View in Writing): "A Lesson on Point of View...That Works" (Carol Booth Olson); Section 11 (Writing the I-Search Paper): "The Reawakening of Curiosity: Research Papers as Hunting Stories" (Ken Macrorie); Section 12 (Critical Thinking and Writing): "Reforming Your Teaching for Thinking: The Studio Approach" (Dan Kirby); Section 13 (Sharing/Responding): "Some Guidelines for Writing-Response Groups" (Peter Elbow); Section 14 (Reader Responses): "Dialogue with a Text" (Robert E. Probst); Section 15 (RAGs for Sharing/Responding): "Using Read-Around Groups to Establish Criteria for Good Writing" (Jenee Gossard); Section 16 (Rewriting/Editing): "Competence for Performance in Revision" (Sheridan Blau); Section 17 (Revising for Correctness): "Some Basics That Really Do Lead to Correctness" (Irene Thomas); Section 18 (Building Vocabularies): "Word-Sprouting: A Vocabulary-Building Strategy for Remedial Writers" (Barbara Morton); Section 19 (Evaluation): "Holistic Scoring in the Classroom" (Glenn Patchell); and Section 20 (Evaluation Techniques): "Some Techniques for Oral Evaluation" (Michael O'Brien). Contains over 100 references. (EF)
Methodology in Language Teaching
Author: Jack C. Richards
language: en
Publisher: Cambridge University Press
Release Date: 2002-04-08
An overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. The paperback edition provides an overview of current approaches, issues, and practices in the teaching of English to speakers of other languages. The anthology, a broad collection of articles published primarily in the last decade, offers a comprehensive overview to the teaching of English and illustrates the complexity underlying many of the practical planning and instructional activities it involves. These activities include teaching English at elementary, secondary, and tertiary levels; teacher training; language testing; curriculum and materials development; the use of computers and other technology in teaching; as well as research on different aspects of second-language learning. Organized into 16 sections, the book contains 41 seminal articles by well-known teacher trainers and researchers. Also included are two sets of discussion questions - a pre-reading background set and a post-reading reflection set. This anthology serves as an important resource for teachers wishing to design a basic course in methodology.