| 000 | 03755cam a2200373 i 4500 | ||
|---|---|---|---|
| 005 | 20211102082032.0 | ||
| 008 | 971210s1996 enkah b 001 0 eng d | ||
| 011 | _aBIB MATCHES WORLDCAT | ||
| 020 |
_a0194371417 _qpbk. |
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| 020 |
_a9780194371414 _qpbk. |
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| 035 | _a(ATU)b10725866 | ||
| 035 | _a(OCoLC)36760984 | ||
| 040 |
_aUKM _beng _erda _cUKM _dCBC _dBAKER _dYDXCP _dOCLCQ _dB9K _dTVG _dDEBBG _dATU |
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| 050 | 4 |
_aPN147 _b.T75 1996 |
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| 082 | 0 | 4 |
_a808.02 _221 |
| 100 | 1 |
_aTribble, Chris, _eauthor. _9242461 |
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| 245 | 1 | 0 |
_aWriting / _cChristopher Tribble. |
| 264 | 1 |
_aOxford : _bOxford University Press, _c1996. |
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| 300 |
_axii, 172 pages : _billustrations, facsimiles ; _c25 cm. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 490 | 1 | _aLanguage teaching : a scheme for teacher education | |
| 504 | _aIncludes bibliographical references (pages 163-167) and index. | ||
| 505 | 0 | 0 |
_tIntroduction -- _gSection One. _tExplanation -- _g1. _tWhy teach writing? -- _g1.1. _tIntroduction -- _g1.2. _tWhat to teach? -- _g1.3. _tDifferent students: different needs -- _g1.4. _tConclusion -- _g2. _tThe roles of writing -- _g2.1. _tDifferences between writing and speaking -- _g2.2. _tDifferences between writing and reading -- _g2.3. _tWriting and power -- _g3. _tSpeaking and writing -- _g3.1. _tDistinguishing features of spoken and written language -- _g3.2. _tLexical density -- _g3.3. _tStylistic choice -- _g3.4. _tConclusion -- _g4. _tThe organization of written texts -- _g4.1. _tIntroduction -- _g4.2. _tLayout -- _g4.3. _tSocial function -- _g4.4. _tClause relations -- _g4.5. _tDiscourse relations -- _g4.6. _tConclusion -- _g5. _tApproaches to the teaching of writing: process -- _g5.1. _tIntroduction -- _g5.2. _tModels of the writing process -- _g5.3. _tProtocols -- _g5.4. _tProblems of the process approach -- _g5.5. _tWhat writers need to know -- _g5.6. _tConclusion -- _g6. _tApproaches to the teaching of w! riting: genre -- _g6.1. _tIntroduction -- _g6.2. _tCommunicative events and communicative purposes -- _g6.3. _tHow genres change -- _g6.4. _tReader expectation and schematic structure -- _g6.5. _tDefining typical and less typical examples: communicativepurpose -- _g6.6. _tGenre and social structures -- _g6.7. _tConclusion: process and genre -- _gSection Two. _tDemonstration -- _g7. _tWriting in language teaching -- _g7.1. _tIdentifying purpose -- _g7.2. _tWhat writers need to know -- _g7.3. _tConclusion -- _g8. _tWriting in business and professional settings -- _g8.1. _tWriting in different contexts -- _g8.2. _tBusiness and professional contexts -- _g8.3. _tConclusion -- _g9. _tWriting in academic and study settings -- _g9.1. _tIntroduction -- _g9.2. _tThe intellectual /rhetorical approach -- _g9.3. _tThe social / genre approach -- _g9.4. _tStructure and organization -- _g9.5. _tArgumentation -- _g9.6. _tStyle -- _g9.7. _tConclusion -- _g10. _tTeaching writing skills -- _g10.1. _tIntroduction -- _g10.2. _tPre-writing -- _g10.3. _tComposing and drafting -- _g10.4. _tRevising and editing -- _g10.5. _tConclusion -- _g11. _tResponding to student writing -- _g11.1. _tIntroduction -- _g11.2. _tFour basic roles -- _g11.3. _tAudience -- _g11.4. _tAssistant -- _g11.5. _tEvaluator -- _g11.6. _tExaminer -- _g11.7. _tConclusion -- _gSection Three. _tExploration -- _g12. _tExploring writing in the classroom. |
| 588 | _aMachine converted from AACR2 source record. | ||
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_aAuthorship _vStyle manuals _9314305 |
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_aEnglish language _xComposition and exercises _9317357 |
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_aLanguage teaching, a scheme for teacher education. _9236269 |
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