Composition in Convergence: The Impact of New Media on Writing Assessment considers how technological forms--such as computers and online courses--transform the assessment of writing, in addition to text classroom activity. Much has been written on how technology has affected writing, but assessment has had little attention. In this book, author Diane Penrod examines how, on the one hand, computer technology and interactive material create a disruption of conventional literacy practices (reading, writing, interpreting, and critique), while, on the other hand, the influence of computers allows teachers to propose and develop new models for thinking and writing to engage students in real-world settings. This text is intended for scholars and educators in writing and composition, educational assessment, writing and technology, computers and composition, and electronic literacy. In addition, it is appropriate for graduate students planning to teach and assess electronic writing or teach in online environments.

Composition in Convergence: The Impact of New Media on Writing Assessment considers how technological forms--such as computers and online courses--transform the assessment of writing, in addition to text classroom activity. Much has been written on how technology has affected writing, but assessment has had little attention. In this book, author Diane Penrod examines how, on the one hand, computer technology and interactive material create a disruption of conventional literacy practices (reading, writing, interpreting, and critique), while, on the other hand, the influence of computers allows teachers to propose and develop new models for thinking and writing to engage students in real-world settings. This text is intended for scholars and educators in writing and composition, educational assessment, writing and technology, computers and composition, and electronic literacy. In addition, it is appropriate for graduate students planning to teach and assess electronic writing or teach in online environments.

Die Arbeiten zu Goethe und Thomas Mann spüren der Ranghöhe ihrer Sprachkunst nach. Diese wird an der Wortverwendung sichtbar gemacht und durch Textvergleiche verdeutlicht. Bei der Untersuchung des Tierepos vom Reineke Fuchs erweist sich das textbezogene Aufstellen von Wortfeldern als produktiv. Diese werden grafisch veranschaulicht. Die Thomas-Mann-Studien ermitteln lexikalische Gemeinsamkeiten in unterschiedlichen Romanen. Dieses Überschreiten der Textgrenze bedingt das Verlassen der Bereiche Lexik und Semantik, es werden auch Kategorien der Kommunikations-, der Literatur- und der Musikwissenschaft sowie Forschungsergebnisse von Zeithistorikern vergleichend herangezogen. In ihrer Diktion lässt sich die geistige Verwandtschaft beider Künstler überzeugend nachweisen.

In this original volume, eighteen researchers from different parts of the world reflect on their own research projects, providing insights into key methodological issues in research on second language writing. By offering a glimpse into the process of constructing and negotiating knowledge in the field--the messy space of situated practices of inquiry--it helps to demystify the research process, which can appear in published studies and in introductory methodology guides to be neater and more orderly than it actually is.
Taking a broad conception of research as inquiry that emphasizes the situated and constructed nature of knowledge in the field, "Second Language Writing Research: Perspectives on the Process of Knowledge Construction" encourages multiple forms of inquiry, including philosophical, narrative, and historical modes. Empirical inquiry as presented in this book encompasses both quantitative and qualitative approaches as well as those that strategically combine them. A helpful discussion of the "nuts and bolts" of developing sustainable research programs is also provided. The volume as a whole facilitates a situated, issue-driven research practice. Its unique focus on second language writing research makes it an invaluable resource for both novice and experienced researchers in the field.

Writing is hard work. Teaching it can be even harder. As most teachers know, writer's workshop doesn't always go as planned, and many find there are obstacles that they consistently struggle with. In his role as a literacy coordinator and teacher, Mark Overmeyer has heard the same issues raised again and again by both new and experienced colleagues. "When Writing Workshop Isn't Working" provides practical advice to overcome these common problems and get your writing workshop back on track. Acknowledging the process-based nature of the writing workshop, Mark does not offer formulaic, program-based, one-size-fits-all answers; rather, he presents multiple suggestions based on what works in real classrooms. The ten key questions this book addresses include: How do I help students who don't know what to write about?How do I help students develop stronger vocabulary and word choice?How do I prepare my students for standardized tests without compromising my writing program?How should I assess student writing?How can I help my students use revision effectively?

This book is a handy reference tool for answering specific questions as they pop up during the year. Mark uses student examples throughout to help teachers envision these solutions in their own classes, and he includes an array of classroom-tested ideas for helping primary and intermediate English language learners.

There may not be any easy answers to the complexities of writer's workshop, but by identifying and providing advice on the most common stumbling blocks one encounters, "When Writing Workshop Isn't Working" provides a solid groundwork--freeing up time and creativity for teachers to address the specific needs of their students.

For those who truly wish to leave no child behind, the racial achievement gap in literacy is one of the most difficult issues in education today, and nowhere does it manifest itself more perniciously than in the case of black adolescent males.

Approaching the problem from the inside, Alfred Tatum brings together his various experiences as a black male student, middle school teacher working with struggling black male readers, reading specialist in an urban elementary school, and staff developer in classrooms across the nation. His new book," Teaching Reading to Black Adolescent Males "offers teachers and schools a way to reconceptualize literacy instruction for those who need it most.

Alfred bridges the connections among theory, instruction, and professional development to create a roadmap for better literacy achievement. He presents practical suggestions for providing reading strategy instruction and assessment that is explicit, meaningful, and culturally responsive, as well as guidelines for selecting and discussing nonfiction and fiction texts with black males.

The author's first-hand insights provide middle school and high school teachers, reading specialists, and administrators with new perspectives to help schools move collectively toward the essential goal of literacy achievement for all.

For beginning learners of Vietnamese, here's everything needed to learn the language effectively! Speak, read and write Vietnamese as it's actually used in real-life contexts in Vietnam today. This book has everything you need to learn the language effectively and to quickly achieve basic proficiency. No prior knowledge of Vietnamese is necessary Learn to communicate in everyday situations Connect with the cultural context of the language Includes 8 hours of native-speaker audio recordings Elementary Vietnamese was originally developed for classroom use at Harvard University and is designed to provide a solid grounding in Vietnamese grammar, usage and pronunciation. The lessons are carefully structured to guide you through the essential sentence patterns from your first encounter with them in dialogues to more detailed explanations and exercises. Each lesson contains a helpful cultural note and commonly-used proverbs and idiomatic expressions. This revised edition has been thoroughly updated to reflect recent developments in the language and culture. It includes audio recordings by native Vietnamese speakers for all of the lessons. Innovative pronunciation drills help you to improve your pronunciation and new usage examples, exercises and photos explore the diversity, heritage and history of today's Vietnam.

This volume is a collection of eight articles on the general topics of translation. The common element running through them all is the analysis of samples of tourist literature and their translations, from a pragmatic point of view. The languages concerned are mainly English and Spanish, but examples of German and French texts are also included. The theoretical approaches are multifaceted. Relevance theory, systemic-functional linguistics and discourse analysis are some of the theoretical standpoints taken as a background. The book covers phenomena as varied as translation quality assessment, audience design and perlocutionary effects, dealing also with more specific features like thematic structure, inference and propositional meaning, discourse makers and grammatical metaphor in order to provide a wide range of analyses for the specialised reader.

Barry is trying to get used to life on the outside. All he wants it to make up with his sister and lead a normal life. But with no money, no job and the local drug dealer after him, will Barry be able to keep out of trouble? Bare Freedom, is the sequel to Forty-six Quid and a Bag of Dirty Washing also by Andy Croft. SERIES INFORMATION This page-turning story is part of the Diffusion books range, written especially for teenagers and adults who want to improve their reading skills. Easy-to-read, with short chapters, the books in the series enable learners to improve their reading confidence and tackle longer stories. They are also a brilliant choice for anyone learning English as an additional language. The books also include discussion and reflection questions that help readers to understand the story and to reflect on their own lives and relationships. Buying this book will support our project to help people in prison improve both their reading skills and their life chances. To find out more visit https://spckpublishing.co.uk/diffusion-books

Drawing on the recent renewal of interest in the debate on orality and literacy this book investigates the varying perceptions and representations of orality in contemporary Italian fiction, providing a fresh perspective on this rich and fast-developing debate and on the study of the Italian literary language. The book brings together a number of complementary approaches to orality from the fields of linguistics, literary and media studies and offers a detailed analysis of a broad variety of authors and texts that appeared over the last three decades - ranging from internationally acclaimed writers such as Celati, Duranti and Tabucchi, through De Luca and Baricco, to the latest generation of writers, such as Campo, Ballestra and Nove. By exploring the complementary facets of Italian orality, and its diachronical developments since the seventies, this study questions the traditionally dichotomic approach to the study of orality and literacy and posits a more flexible, cross-modal approach that accounts for the increasing hybridisation of text forms and media and for the greater interaction between the spoken and the written as well as their representations.

Positive psychology is the scientific study of how human beings prosper and thrive. This is the first book in SLA dedicated to theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning: positive emotional states such as love, enjoyment and flow, and character traits such as empathy, hardiness and perseverance. The contributors present several innovative teaching ideas to bring out these characteristics among learners. The collection thus blends new teaching techniques with cutting-edge theory and empirical research undertaken using qualitative, quantitative and mixed-methods approaches. It will be of interest to SLA researchers, graduate students, trainee and experienced teachers who wish to learn more about language learning psychology, individual differences, learner characteristics and new classroom practices.

This special issue of "Technical Communication Quarterly" continues the work of the winter 2004 issue of gathering information and reflecting on the state of technical communication in its academic context. The two issues together provide historical background on the Association of Teachers of Technical Writing (ATTW) as well as data on current academic members of the field and their jobs, their teaching and research, and their programs. The narrow goal of the issues is to help ATTW plan for the future by identifying needs, interests, and responsibilities of members, but the broader goal is to define for anyone with an interest the values and current practices as well as the gaps and visions of technical communication in its academic context.

This highly practical guide shows how learning support teachers and assistants can work effectively with secondary school pupils who are struggling with their reading. It relates directly to the working practices of teachers, steering them through issues such as: assessing the low-age reader working with reading withdrawal groups finding and creating resources for low-age readers constructing spelling strategies to support reading understanding the emotional dimension to being a poor reader how to effectively involve parents. Paul Blum offers valuable advice on how to make challenging mainstream subject textbooks accessible to low-aged readers and help on where to find good free resources as well as commercial materials to suit them. Exploring the vital relationship between the mainstream and learning support function, he also outlines the ways in which the two can be harnessed to make a significant difference to reading improvement.

Topic of this volume is Pomattertitsch, a German dialect which is doomed to extinction. This Allemanic (Walser) dialect is spoken at Formazza, a tiny Alpine community in Italy, and after centuries of semi-secluded existence is now undergoing major transformations due to the rapidly declining number of its speakers and the limited range of its functions. Within the framework of language decay and death this analysis focuses on phenomena of linguistic variation at a morphosyntactic level. This comprehensive study includes a large body of spoken data collected from informants of different age groups and with different levels of language fluency and thus displays a unique picture of an endagered language.

Confusing, inadequate instructions for setting up and using consumer products are not only unhelpful, but potentially dangerous. They may contain wrong information, poor warnings, and no pictures or illustrations. Standards are either non-existent or little known, even though the U.S. government has developed and tested standards for the past thirty years. This book presents a set of guidelines written by The Human Factors and Ergonomics Society that have been tested by human factor specialists. This expert advice is applicable to writing assembly procedures, operational procedures, and user, shop, and repair manuals.

From choosing a supervisor and topic to staying motivated, completing a research thesis is not an easy matter. Each stage represents a different challenge and many students struggle through without identifying the skills needed to make the most of their time.

This wonderful resource for all doctoral and masters level students, explores the challenges and complexities of successfully engaging in the research process and thesis writing. Chapters include:

• choosing and working with a supervisor
• developing a research proposal
• motivating yourself
• choosing the right research method
• responding to criticism
• advice from the examiners
• preparing work for publication.

This clear and practical guide, ideal for all doctoral and masters level students, takes readers from the very early stages of the process through to the final phase of examination and publication, using vignette examples to highlight key issues.

Several recent developments in the history of the Association of Teachers of Technical Writing (ATTW) and "Technical Communication Quarterly (TCQ)" led to this special issue on the state of technical communication in its academic context. This issue focuses on the work of the association as it helps to guide the evolution of the field, including a description of its members, reflections on the journal and its history, assessment of student learning, research in the field, and the academic job market. The articles are written by members of the Executive Committee and their collaborators or by others who have been identified as leaders in a particular subject area. The ATTW Executive Committee has taken the opportunity that change offers for some self-study and reflection on the field and the role of academics in it. This reflection will help both leaders of the association and academics in general to develop a vision and plan for the future.

This book offers a much needed alternative to the more traditional texts used to teach writing instruction. Grounded in history, the book clarifies changing theoretical and practical approaches to teaching writing and critically assessing each approach in relation to the social and political movements of the day, both within and beyond the university. The author takes us inside the real world of writing instruction; not only from the viewpoint of the instructor, but as seen through the eyes of students struggling to make sense of the expectations of writing class. Mitchell emphasizes that 'writing' entails far more than putting words to paper, and delves into contextually variable culturally defined expectations, that include multiple linguistic forms-both oral and written-highlighting the complexity of writing(s), while engaging the reader in lively academic debates about language and society.

This book offers a much needed alternative to the more traditional texts used to teach writing instruction. Grounded in history, the book clarifies changing theoretical and practical approaches to teaching writing and critically assessing each approach in relation to the social and political movements of the day, both within and beyond the university. The author takes us inside the real world of writing instruction; not only from the viewpoint of the instructor, but as seen through the eyes of students struggling to make sense of the expectations of writing class. Mitchell emphasizes that 'writing' entails far more than putting words to paper, and delves into contextually variable culturally defined expectations, that include multiple linguistic forms-both oral and written-highlighting the complexity of writing(s), while engaging the reader in lively academic debates about language and society.

How are migrants referred to in the media? What roles do they play and when are they quoted in news reports on immigration? Whose views are implicitly reinforced? Have these changed similarly in different European newspapers in recent years? Media and Migrants systematically addresses such questions by exploring the representation of immigration in two relatively new reception countries, Spain and Ireland, over the past decade. It focuses on the discourses (re)produced in four newspapers (El Pais, ABC, The Irish Times and the Irish Independent) in 1990, 1996 and 1999-2000. Both quantitative and qualitative methods are combined within a Critical Discourse Analysis framework, mainly bases on discourse-historical and socio-cognitive approaches. The analysis of descriptive and content categories is followed by the scrutiny of strategies of reference, predication, intertextuality and argumentation. The results illustrate an ongoing convergence of perceptions and discourses on ethnic alterity in Europe, as collective 'self' and 'other' are being redefined in the context of supranational integration and increasing migration worldwide.

Effective Learning and Teaching of Writing is a handbook on research on the effective teaching and learning of writing. It is a reference for researchers and educators in the domain of written composition in education. Effective Learning and Teaching of Writing covers all age ranges and school settings and it deals with various aspects of writing and text types. Research methodology varies from experimental studies to reflective classroom practitioners' research.

This new volume in the series Studies in Writing brings together researchers from all kinds of disciplines involved in writing research and countries in their endeavour to improve the teaching of written composition. It is the result of co-operation of researchers all over the world and shows that in spite of the differences in educational regions over the world, research in writing shares similar problems, and tries to find answers, and generate new questions. The body of knowledge in this volume will inspire researchers and teachers to improve research and practice.