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001 ocn862047226;

003 OCoLC;

005 20181016101917.0;

006 m o d ;

007 cr |n|||||||||;

008 131102s2013 xx o 000 0 eng d;

019 a| 974028191a| 974355457;

020 a| 9781136696657;

020 a| 1136696652;

020 z| 9780415894715;

020 z| 0415894719;

020 z| 9780415894722;

020 z| 0415894727;

020 z| 1136696644;

020 z| 9781136696640;

029 1 a| AU@b| 000052900787;

029 1 a| AU@b| 000058373350;

035 a| (Sirsi) o862047226;

035 a| (OCoLC)862047226z| (OCoLC)974028191z| (OCoLC)974355457;

049 a| EREE;

050 4 a| PE1128.A2 F47 2014eb;

082 04 a| 428.0071;

100 1 a| Ferris, Dana.=| ^A534805;

245 10 a| Teaching L2 Composition :b| Purpose, Process, and Practice.;

250 a| 3rd ed.;

260 a| Hoboken :b| Taylor and Francis,c| 2013.;

300 a| 1 online resource (916 pages);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

505 0 a| Cover; Half Title; Title Page; Copyright Page; Brief Contents; Table of Contents; Preface; 1. Concepts in Writing and Learning to Write in a Second Language; Theoretical Knowledge in L2 Writing Instruction and Research; Fundamentals of Writing and Writing Systems; Origins of Writing; Lexigraphic Writing; Distinct Dimensions of L2 Writing Development; Prior Knowledge: Implications for Teaching L2 Writing; Intercultural Rhetoric and Its Implications for Teaching L2 Writing; Chapter Summary; Further Reading and Resources; Reflection and Review; Application Activities.;

505 8 a| 2. Understanding Student Populations and Instructional Contexts; L2 Writers: Understanding Student Populations; International (Visa) Students; EFL Students; Resident Immigrants; Generation 1.5 Learners; Literacy Abilities of Different L2 Populations; Contexts: Where L2 Writing Is Taught; Foreign Language Contexts; Second Language Contexts; Chapter Summary; Further Reading and Resources; Reflection and Review; Application Activities; Appendix; 3. Composition Pedagogies: Theory, Principle, and Practice; Sources of Expertise in L2 Composition; Rhetoric and Linguistics.;

505 8 a| Composition Studies and Applied Linguistics Theory, Research, and Practice in L1 and L2 Composition Instruction; Product-Oriented Instructional Traditions in L1 Rhetoric and Composition; The Process Movement and Allied Pedagogies; Composition in the Post-Process Era; Emergence of a Discipline: Issues and Methods; Shifts in Pedagogical Focus; Chapter Summary; Further Reading and Resources; Reflection and Review; Application Activities; 4. Reading, Genre Awareness, and Task Design in the L2 Composition Course; L2 Literacy Development and the Sources of Literate Knowledge.;

505 8 a| Reading and Writing: Parallel Processes The Reciprocity of the Reading-Writing Relationship; Reading-Writing Relationships Within and Across Languages; Reading Instruction in the Composition Course; Integrating Reading and Writing in L2 Composition Instruction; Reading to Write; Writing to Read; Writing to Learn; Reciprocal Literacy Tasks; Reading, Writing, and Communication in Socioliterate Communities; Building Socioliterate Knowledge Through Work with Genres; Approaches to Genre; Defining Genre; Genres, Genre Awareness, and Genre Production in L2 Writing Instruction.;

505 8 a| Designing Tasks and Assignments for Socioliterate Instruction; Maximizing Literacy Resources; Text Selection; Formal Task and Assignment Design; The Mechanics of Task Design and Implementation; Guidelines for Devising Writing Prompts; Choice; Genre Authenticity: Avoiding Formulaic Assignments; Chapter Summary; Further Reading and Resources; Reflection and Review; Application Activities; Appendixes; 5. Course Design and Instructional Planning for the L2 Writing Course; Curriculum Development Essentials; Needs Assessment: Mapping Learner Needs and Institutional Expectations; Environment Analysis.;

500 a| Needs Analysis.;

520 a| This popular, comprehensive theory-to-practice text is designed to help teachers understand the task of writing, L2 writers, the different pedagogical models used in current composition teaching, and reading-writing connections. Moving from general themes to specific pedagogical concerns, it includes practice-oriented chapters on the role of genre, task construction, course and lesson design, writing assessment, feedback, error treatment, and classroom language (grammar, vocabulary, style) instruction. Although all topics are firmly grounded in relevant research, a distinguishing fea.;

588 0 a| Print version record.;

504 a| Includes bibliographical references (pages 353-412) and index.;

650 0 a| English languagex| Study and teachingx| Foreign speakers.=| ^A136168;

650 0 a| English languagex| Composition and exercisesx| Study and teaching.=| ^A105487;

655 4 a| Electronic books.;

700 1 a| Hedgcock, John.=| ^A873994;

856 40 u| https://go.openathens.net/redirector/ecu.edu?url=https://www.taylorfrancis.com/books/9780203813003z| View Full Text;

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938 a| EBL - Ebook Libraryb| EBLBn| EBL1434037;

938 a| YBP Library Servicesb| YANKn| 11210293;

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998 a| 4930342;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4930342-1001l| JNETm| JOYNERr| Ys| Yt| JNE3BKu| 10/16/2018x| EBOOKz| JERESOURCEo| .STAFF. jwjh;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4930342-2001l| HSLELECm| HSLr| Ys| Yt| HGENEBKu| 10/16/2018x| EBOOKz| HERESOURCEo| .STAFF. jwjh;

Teaching L2 Composition : Purpose, Process, and Practice.

Author/creator	Ferris, Dana
Other author	Hedgcock, John.
Format	Electronic
Edition	3rd ed.
Publication Info	Hoboken : Taylor and Francis, 2013.
Description	1 online resource (916 pages)
Supplemental Content	View Full Text
Subjects	English language--Study and teaching. --Foreign speakers. English language--Composition and exercises. --Study and teaching.

Contents	Cover; Half Title; Title Page; Copyright Page; Brief Contents; Table of Contents; Preface; 1. Concepts in Writing and Learning to Write in a Second Language; Theoretical Knowledge in L2 Writing Instruction and Research; Fundamentals of Writing and Writing Systems; Origins of Writing; Lexigraphic Writing; Distinct Dimensions of L2 Writing Development; Prior Knowledge: Implications for Teaching L2 Writing; Intercultural Rhetoric and Its Implications for Teaching L2 Writing; Chapter Summary; Further Reading and Resources; Reflection and Review; Application Activities.
Contents	2. Understanding Student Populations and Instructional Contexts; L2 Writers: Understanding Student Populations; International (Visa) Students; EFL Students; Resident Immigrants; Generation 1.5 Learners; Literacy Abilities of Different L2 Populations; Contexts: Where L2 Writing Is Taught; Foreign Language Contexts; Second Language Contexts; Chapter Summary; Further Reading and Resources; Reflection and Review; Application Activities; Appendix; 3. Composition Pedagogies: Theory, Principle, and Practice; Sources of Expertise in L2 Composition; Rhetoric and Linguistics.
Contents	Composition Studies and Applied Linguistics Theory, Research, and Practice in L1 and L2 Composition Instruction; Product-Oriented Instructional Traditions in L1 Rhetoric and Composition; The Process Movement and Allied Pedagogies; Composition in the Post-Process Era; Emergence of a Discipline: Issues and Methods; Shifts in Pedagogical Focus; Chapter Summary; Further Reading and Resources; Reflection and Review; Application Activities; 4. Reading, Genre Awareness, and Task Design in the L2 Composition Course; L2 Literacy Development and the Sources of Literate Knowledge.
Contents	Reading and Writing: Parallel Processes The Reciprocity of the Reading-Writing Relationship; Reading-Writing Relationships Within and Across Languages; Reading Instruction in the Composition Course; Integrating Reading and Writing in L2 Composition Instruction; Reading to Write; Writing to Read; Writing to Learn; Reciprocal Literacy Tasks; Reading, Writing, and Communication in Socioliterate Communities; Building Socioliterate Knowledge Through Work with Genres; Approaches to Genre; Defining Genre; Genres, Genre Awareness, and Genre Production in L2 Writing Instruction.
Contents	Designing Tasks and Assignments for Socioliterate Instruction; Maximizing Literacy Resources; Text Selection; Formal Task and Assignment Design; The Mechanics of Task Design and Implementation; Guidelines for Devising Writing Prompts; Choice; Genre Authenticity: Avoiding Formulaic Assignments; Chapter Summary; Further Reading and Resources; Reflection and Review; Application Activities; Appendixes; 5. Course Design and Instructional Planning for the L2 Writing Course; Curriculum Development Essentials; Needs Assessment: Mapping Learner Needs and Institutional Expectations; Environment Analysis.
Abstract	This popular, comprehensive theory-to-practice text is designed to help teachers understand the task of writing, L2 writers, the different pedagogical models used in current composition teaching, and reading-writing connections. Moving from general themes to specific pedagogical concerns, it includes practice-oriented chapters on the role of genre, task construction, course and lesson design, writing assessment, feedback, error treatment, and classroom language (grammar, vocabulary, style) instruction. Although all topics are firmly grounded in relevant research, a distinguishing fea.
General note	Needs Analysis.
Bibliography note	Includes bibliographical references (pages 353-412) and index.
Source of description	Print version record.
Issued in other form	Print version: Ferris, Dana R. Teaching L2 Composition : Purpose, Process, and Practice. Hoboken : Taylor and Francis, ©2013 9780415894715
Genre/form	Electronic books.
ISBN	9781136696657
ISBN	1136696652

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