Examining what is involved in learning to write for academic purposes from a variety of perspectives, this book focuses in particular on issues related to academic writing instruction in diverse contexts, both geographical and disciplinary. Informed by current theory and research, leading experts in the field explain and illustrate instructional programs, tasks, and activities that help L2/multilingual writers develop knowledge of different genres, disciplinary expectations and expertise in applying what they have learned in both educational and professional contexts.
Recenzijos
"The contents page of this book reads like a whos who of the field of second language writing.This book would be suitable for anyone teaching academic writing."
Rachel Ruegg, TESOLANZ Journal
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ix | |
| Acknowledgements |
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xiii | |
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1 | (6) |
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PART I EAP Courses in University Degree Programs |
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7 | (60) |
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2 Context and the Teaching of Academic Writing: Bringing Together Theory and Practice |
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9 | (15) |
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3 Learning to Write for Academic Purposes: Specificity and Second Language Writing |
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24 | (18) |
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4 Developing a Flexible, In-Sessional EAP Writing Program for Undergraduates at a Large Research University in the United States |
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42 | (25) |
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PART II Instruction in Specific EAP Knowledge and Skills: Academic Genre-Based Instruction |
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67 | (48) |
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5 The Challenge of Genre in the Academic Writing Classroom: Implications for L2 Writing Teacher Education |
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69 | (15) |
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6 Creating an Effective Argument in Different Academic Genres: A Scaffolded Approach |
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84 | (15) |
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7 L2 Undergraduate Students Learning to Write Using Sources: A Trajectory of Skill Development |
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99 | (16) |
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Instructional Tasks and Activities |
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8 Literate Talk: Supporting EAL Students' Academic Writing |
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115 | (15) |
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9 Implementing and Assessing Collaborative Writing Activities in EAP Classes |
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130 | (15) |
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Approaches to Academic Language Development |
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10 Facilitating L2 Writers' Academic Language Development |
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145 | (23) |
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11 Working Hard or Working Smart: Comprehensive versus Focused Written Corrective Feedback in L2 Academic Contexts |
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168 | |
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John Bitchener is Professor of Applied Linguistics at the Auckland University of Technology, New Zealand.
Neomy Storch is Associate Professor in ESL and Applied Linguistics at the University of Melbourne, Australia.
Rosemary Wette is a senior lecturer in Applied Language Studies at the University of Auckland, New Zealand.
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