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Developing Writing Skills in Spanish is designed to be used as a classroom text, self study material, or simply as a resource on writing. It provides intermediate and advanced level students of Spanish with the necessary skills to become competent and confident writers in the Spanish language.
For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence. This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors. This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing. Companion Website Click here to access the Developing Writers project and its findings at the interactive companion website. Project Data Access the data from the project through this tutorial.
Forming effective arguments is essential to students′ success in academics and in life. This book′s engaging lessons offer an innovative approach to teaching this critical and transferable skill.
The premise of Developing Writing Teachers is this: When teachers of writing identify as writers, it adds a special dimension to their writing pedagogy. Practical and accessible while drawing on a range of relevant research and theory, this text is distinguished by its dual focus—on teachers as writers and the teaching of writing. Part I addresses the question, What does it take for a teacher of writing to develop an identity as writer? Using case studies and teacher narratives, it guides readers to an understanding of the current status of writing as the 21st century unfolds, the role of expressive writing in developing a writing identity, the relationship of writing to genre and rhetoric, writing and professional identity, and writing as design. Part II focuses on pedagogical practice and helping writer-teachers develop a toolkit to take into their classrooms. Coverage includes building a community of writing practice; the nature of writing as process; the place of grammar; the role of information, communication and representational technologies; and how assessment, properly used, can help develop writing. Ideal for for pre-service and in-service courses on the teaching of writing, the Companion Website provides aadditional readings/documents; PowerPoint presentations; assessment resources; and lesson and unit plans and planning guides.
This is the comprehensively revised second edition of a popular professional book on textbook writing and finding one's way in the higher education publishing world--for academic authors and editors, college instructors, and instructional designers. The second edition has two new chapters on the latest industry trends--such as the pricing revolt, open access movement, and wiki-textbook phenomenon, and on the use of learning objectives to structure textbook package development. Every chapter features new sections, links, forms, models, or examples from an even greater range of college courses. Contains updated and expanded appendices, glossary entries, references, bibliography entries, and index. BISAC: Language Arts & Disciplines/Authorship and Publishing
Each of the twenty chapters in Developing Writing is introduced by a topical reading selection incorporating the lesson's model structures, mechanics, and grammar points. Following each reading are activities designed for students to study composition, vocabulary, and spelling. The goal of this book is to take the student from the mechanics of basic sentence writing to the ability to construct a simple paragraph. Appendices include an irregular verb list, grammar rule index, and answer keys.
Provides insights and advice that supervisors can use to advance their support of their research students' writing and, at the same time, survive increasing supervisory demands. Book parts are framed by empirical supervisor and doctoral student experiences and chapters within each part provide multiple approaches. The carefully chosen contributors are specialists on research writing and doctoral pedagogy, who guide the reader through the key stages of providing feedback. Split into nine key parts the book covers: starting a new supervision with writing in focus; making use of other resources along the way; encouraging style through control of language; writing feedback on English as an Additional Language (EAL) writing; Master's and Honours smaller projects' writing feedback; thesis by publication or performance-based writing; maintaining and gathering momentum; keeping the examiner happy; writing feedback as nudging through identity transition. The parts cohere into a go-to handbook for developing the supervision process. Drawing on research, literature and experience, Developing Research Writing offers well-theorized, yet practical and grounded advice conducive to good practices.
`Jeni Riley and David Reedy share excellent examples of how primary school children worked on a non-fiction text format.... A well-informed book with a welcome dose of humour′ - Nursery World `The theoretical underpinning to this volume is rigorous and the case studies are both endearing and informative′ - Early Years `One of the insights of social theories of language which is now taken for granted is that language varies as the social context varies′ (Kress, 1997) This is a book that operationalizes this insight: it charts young children′s early attempts to write as they struggle to communicate meaning for a variety of purposes. Each section deals with the appropriate research evidence on the development of children′s competence in literacy, and their growing awareness of genre, and uniquely, with a clear approach to teaching children from three to seven years. The text combines the necessary theoretical underpinning plus the day-to-day practical experience of working with young children in order to develop their understanding of the different forms and language of texts.