Format: Paperback
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First Prize at the English Speaking Union's Duke of Edinburgh Book Competition

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 different types of writing - factual or creative, public or personal, business or academic - can be brought into the language classroom.

  • ISBN: 978-0-19-437141-4


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.

The author and series editor.
How to use this book

1 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 Evaluating
This section considers criteria which teachers might apply in selecting or designing appropriate writing tasks and materialsfor their own learners.

Further reading


The author and series editors

Section One: Explanation

1 Why teach writing?
1.1 Introduction
1.2 What to teach?
1.3 Different students: different needs
1.4 Conclusion

2 The roles of writing
2.1 Differences between writing and speaking
2.2 Differences between writing and reading
2.3 Writing and power

3 Speaking and writing
3.1 Distinguishing features of spoken and written language
3.2 Lexical density
3.3 Stylistic choice
3.4 Conclusion

4 The organization of written texts
4.1 Introduction
4.2 Layout
4.3 Social function
4.4 Clause relations
4.5 Discourse relations
4.6 Conclusion

5 Approaches to the teaching of writing: process
5.1 Introduction
5.2 Models of the writing process
5.3 Protocols
5.4 Problems of the process approach
5.5 What writers need to know
5.6 Conclusion

6 Approaches to the teaching of w! riting: genre
6.1 Introduction
6.2 Communicative events and communicative purposes
6.3 How genres change
6.4 Reader expectation and schematic structure
6.5 Defining typical and less typical examples: communicativepurpose
6.6 Genre and social structures
6.7 Conclusion: process and genre

Section Two: Demonstration

7 Writing in language teaching
7.1 Identifying purpose
7.2 What writers need to know
7.3 Conclusion

8 Writing in business and professional settings
8.1 Writing in different contexts
8.2 Business and professional contexts
8.3 Conclusion

9 Writing in academic and study settings
9.1 Introduction
9.2 The intellectual /rhetorical approach
9.3 The social / genre approach
9.4 Structure and organization
9.5 Argumentation
9.6 Style
9.7 Conclusion

10 Teaching writing skills
10.1 Introduction
10.2 Pre-writing
10.3 Composing and drafting
10.4 Revising and editing
10.5 Conclusion

11 Responding to student writing
11.1 Introduction
11.2 Four basic roles
11.3 Audience
11.4 Assistant
11.5 Evaluator
11.6 Examiner
11.7 Conclusion

Section Three: Exploration

12 Exploring writing in the classroom

Further reading