Writing Tribble, Christopher

Enhanced descriptions from Syndetics:

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.

Table of contents provided by Syndetics

• Thesummary below aims to give a general idea of the book's organization
• The author and series editor
• Foreword
• Introduction
• 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
• Bibliography
• Further reading
• The author and series editors
• Introduction
• Section 1 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 2 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 3 Exploration
• 12 Exploring writing in the classroom
• Glossary
• Further reading
• Bibliography
• Index
• Acknowledgements