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Books > Language & Literature > Language teaching & learning (other than ELT) > Specific skills
This monograph investigates 15 L2 creative writers' social
constructive power in identity constructions. Through interviews
and think-aloud story writing sessions, the central study considers
how L2 writer voices are mediated by the writers' autobiographical
identities, namely, their sense of selves formulated by their
previous language learning and literacy experiences. The inquiry
takes the epistemological stance that L2 creative writing is
simultaneously a cognitive construct and a social phenomenon and
that these two are mutually inclusive. The study contributes to L2
creative writing research and L2 learner identity research and will
be of benefit to researchers, language teachers and writing
instructors who wish to understand creative writing processes in
order to help develop their students' positive self-esteem,
confidence, motivation and engagement with the L2.
Being a scoutmaster can be one of the most rewarding things a
person can do. But it can be a lot of work! Ask any scoutmaster
what's the hardest part of the job, and one of the most common
responses you will get would be coming up with the scoutmaster's
minutes. Week after week, over fifty times a year, the scoutmaster
must come up with an inspiring, educational, and entertainment
message for the Scouts. Let's face it. Not every scoutmaster is the
most gifted public speaker. Research shows that the number one fear
of people is speaking in public. Just because a scoutmaster loves
to hike, camp, teach, lead, and motivate, doesn't mean that they
are comfortable speaking in front of a group. And how do you come
up with inspiring stories, instructional words of wisdom and
motivational messages, week after week? Long-time Scout leader,
Larry Carpenter, has written a book that can be a lifesaver for any
scoutmaster. This collection of 100 of the best scoutmaster's
minutes offers brief messages that are themed to topics, including
the Scout Oath, Law, Motto and Slogan. Additional minutes cover
other topics, such as persistence, honesty, leadership, and other
positive character traits. This book makes a perfect gift for your
scoutmaster. Or, if you are a scoutmaster who is on the spot once a
week, make it a gift to yourself!
A step-by-step approach to becoming confident with public speaking.
Calvin DeGrey's practical guide to the art and business of speaking
and entertaining draws on his extensive experience as a stand-up
comedian and public speaker. Chapter by chapter, the problems and
pitfalls of speaking in public (a serious fear for many) are dealt
with systematically, delivering a solid toolkit for foolproof
public speaking. The book covers voice, style, speech, content and
format, dealing with hecklers, being an MC, managing events and
professionalism.
It's easy to teach yourself Greek! "Complete Greek: A Teach
Yourself Guide" provides you with a clear and comprehensive
approach to Greek, so you can progress quickly from the basics to
understanding, speaking, and writing Greek with confidence. Within
each of the 24 thematic chapters, important language structures are
introduced through life-like dialogues. You'll learn grammar in a
gradual manner so you won't be overwhelmed by this tricky subject.
Exercises accompany the texts and reinforce learning in listening,
speaking, reading, and writing. This program also features current
cultural information boxes that reflect recent changes in society.
Features: One and five-minute introductions to key principles to
get you started Lots of instant help with common problems and quick
tips for success, based on the author's many years of experience
Tests in the book and online to keep track of your progress Extra
online articles at www.teachyourself.com to give you a richer
understanding of the basics of the language
"True this is a book for teachers, but ultimately it is a book for
students. This is a book about using every avenue possible -whole
group instruction, small group instruction, partner work, charts,
thoughtful language (just to name a few!) to discover all that
students know and are able to do and to invite them into
co-crafting the instruction that matches their goals and their
aspirations. Melanie Meehan has written the book that maps out bit
by bit how to become a writing teacher worthy of the children we
are privileged to teach." - Shana Frazin, Co-Author of Unlocking
the Power of Classroom Talk Promote Authentic Writing Through
Student-Centered Instruction Writing instruction continues to shift
with the onset of new digital resources, demanding a constant
reevaluation of best practices. Student-centered, responsive
instruction helps build authentic writing opportunities while
allowing room for choice and creativity. Part of the Five-to-Thrive
series, Answers to Your Biggest Questions About Teaching Elementary
Writing serves as a go-to desk companion designed to meet you at
the moment you need answers about writing instruction. The
just-in-time approach makes accessible: Practical teaching
strategies on essential topics, such as building a classroom
community of writers, deciding on instructional approaches, and
using assessment to inform instruction Online printables for
planning and in-class note-taking Suggestions for seminal readings
and resources to go deeper into each topic area Classroom examples,
strategies, and tips to put into practice right away Designed for
early career teachers to learn the five most important things to
put theory into practice, this guide is also timely for veteran
teachers to discover up-to-date practices in the field of writing.
By infusing equity and cultural relevance throughout instruction
and using assessment data in service of students, educators can
value and reinforce the identities of young writers.
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.
In this first book-length treatment of collaborative writing in
second language (L2) classrooms, Neomy Storch provides a
theoretical, pedagogical and empirical rationale for the use of
collaborative writing activities in L2 classes, as well as some
guidelines about how to best implement such activities in both
face-to-face and online mode. The book discusses factors that may
impact on the nature and outcomes of collaborative writing, and
examines the beliefs about language learning that underpin
learners' and teachers' attitudes towards pair and group work. The
book critically reviews the available body of research on
collaborative writing and identifies future research directions,
thereby encouraging researchers to continue investigating
collaborative writing activities.
Based on the bestselling series from The Great Courses, "Building
Great Sentences" celebrates the sheer joy of language--and will
forever change the way you read and write.
Great writing begins with the sentence. Whether it's two words
("Jesus wept.") or William Faulkner's 1,287-word sentence in
"Absalom Absalom ," sentences have the power to captivate,
entertain, motivate, educate, and, most importantly, delight. Yet,
the sentence-oriented approach to writing is too often overlooked
in favor of bland economy. "Building Great Sentences" teaches you
to write better sentences by luxuriating in the pleasures of
language.
Award-winning Professor Brooks Landon draws on examples from
masters of long, elegant sentences--including Don DeLillo, Virginia
Woolf, Joan Didion, and Samuel Johnson--to reveal the mechanics of
how language works on thoughts and emotions, providing the tools to
write powerful, more effective sentences.
How to Write in Arabic teaches intermediate and advanced learners
how to use the Arabic linguistic features that are key to achieving
written fluency. Each unit contains carefully selected exercises
where students practise their vocabulary and grammar in a wide
range of registers and contexts - such as writing a CV, a short
story, a love letter, an essay and many more. In addition to
brand-new drills and vocabularies, this second edition also
features three new units. The unit on Arabic expressions and
vocabulary provides learners with a variety of phrases in context.
The unit on media writing focuses on themes such as diplomacy,
elections, the economy, the environment and revolutions, amongst
others. And the unit on writing errors helps learners spot and
correct common mistakes, especially in punctuation and tense.
This book has won the CHOICE Outstanding Academic Title award 2014.
Since its launch in 2006, Twitter has evolved from a niche service
to a mass phenomenon; it has become instrumental for everyday
communication as well as for political debates, crisis
communication, marketing, and cultural participation. But the basic
idea behind it has stayed the same: users may post short messages
(tweets) of up to 140 characters and follow the updates posted by
other users. Drawing on the experience of leading international
Twitter researchers from a variety of disciplines and contexts,
this is the first book to document the various notions and concepts
of Twitter communication, providing a detailed and comprehensive
overview of current research into the uses of Twitter. It also
presents methods for analyzing Twitter data and outlines their
practical application in different research contexts.
When it was first published in 1989, Susan Miller's "Rescuing the
Subject: A Critical Introduction to Rhetoric and the Writer
"established a landmark pedagogical approach to composition based
on the importance of the writer and the act of writing in the
history of rhetoric. Widely used as an introduction to rhetoric and
composition theory for graduate students, the volume was the first
winner of the W. Ross Winterowd Award from "JAC "and is still one
of the most frequently cited books in the field.
This first paperback edition includes a new introductory chapter in
which Miller addresses changes in the field since the first
edition, outlines new research, and surveys positions she no longer
supports. A new foreword by Thomas P. Miller assesses the proven
impact of "Rescuing the Subject "on the field of rhetoric and
composition.
Situating modern composition theory in the historical context of
rhetoric, Miller notes that throughout the eighteenth century,
rhetoric referred to oral, not written, discourse. By contrast, her
history of rhetoric contends oral and written discourse were
related from the beginning. Taking a thematic rather than
chronological approach, she shows how actual acts of writing
comment on both rhetoric and composition.
Miller also asserts that contemporary composition study is the
necessary cultural outcome of changing conditions for producing
discourse, describing the history of rhetoric as the gradual and
unstable relocation of discourse in conventions that only written
language can create. She maintains teachers and historians of
rhetoric must recognize that the contemporary writing they analyze
and teach demands their attention to a"textual rhetoric" that
allows theorizing the writer as always symbolically a student of
situated meanings.
Help adolescents learn and use the academic words that will assist
them in school and beyond. The author argues that "words worth
using" must matter to adolescents' authentic work in the
disciplines and connect to their lived experiences. Rather than
using a model of vocabulary instruction that positions students as
passive recipients who must simply memorize definitions, Townsend
outlines a metalinguistic approach that shows students how to learn
words by using them in ways that are meaningful to their identity,
language background, and individual interests. The book provides
research-based instructional routines to support adolescents as
they learn and use new words in their disciplinary learning. It
explores how academic vocabulary can position students as
"insiders" or "outsiders," and how culturally sustaining
instruction can welcome all students into discovering and using
language. Words Worth Using will be a popular resource for teachers
who feel stymied by the sheer volume of words they are expected to
teach.Book Features: An engaging exploration of adolescents and the
kinds of powerful word learning that endure. Metalinguistic
awareness as an underleveraged approach to helping adolescents
develop word knowledge in engaging ways. A culturally sustaining
pedagogy framework with specific attention to emergent bilinguals.
"Words Worth Using" boxes that share the etymology and morphology
of many important words throughout the text. A careful review and
explanation of research accompanied by classroom anecdotes,
real-world examples, and templates for teachers and instructional
leaders to use in their own contexts.
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