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Writing / Christopher Tribble.

By: Material type: TextTextSeries: Language teaching, a scheme for teacher educationPublisher: Oxford : Oxford University Press, 1996Description: xii, 172 pages : illustrations, facsimiles ; 25 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0194371417
  • 9780194371414
Subject(s): DDC classification:
  • 808.02 21
LOC classification:
  • PN147 .T75 1996
Contents:
Introduction -- 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.
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Includes bibliographical references (pages 163-167) and index.

Introduction -- 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.

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