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Essential Actions for Academic Writers is a writing textbook for
all novice academic students, undergraduate or graduate, to help
them understand how to write effectively throughout their academic
and professional careers. While these novice writers may use
English as a second or additional language, this book is also
intended for students who have done little writing in their prior
education or who are not yet confident in their academic writing.
Essential Actions combines genre research, proven pedagogical
practices, and short readings to help students develop their
rhetorical flexibility by exploring and practicing the key actions
that will appear in academic assignments, such as explaining,
summarizing, synthesizing, and arguing. Part I introduces
students to rhetorical situation, genre, register, source use, and
a framework for understanding how to approach any new writing task.
The genre approach recognizes that all writing responds to a
context that includes the writer’s identity, the reader’s
expectations, the purpose of the text, and the conventions that
shape it. Part II explores each essential action and provides
examples of the genres and language that support it. Part III leads
students in combining the actions in different genres and contexts,
culminating in the project of writing a personal statement for a
university or scholarship application.Â
This integrated reader and multi-skills workbook is designed to
teach, review, and expand students' reading skills, study skills,
vocabulary, and grammar. A major focus of "Forces of Nature,
Wildfires" is on writing skills, and each unit contains one
free-writing activity and one major writing task. Grammar is
reviewed in writing activities and in Language in Use sections.
Each reading passage is supported by pre-reading activities,
including a vocabulary preview and post-reading activities.
Vocabulary is recycled throughout the exercises in the book. Many
speaking and pair work activities round out this skills review
text. The "Forces of Nature "workbooks combine high-interest
readings with skills development activities. Each of the five
workbooks features a different skills focus--reading, vocabulary,
grammar, study skills, and multi-skill review with writing
activities. Each content-based workbook also focuses on a different
force of nature--earthquakes, tornadoes, hurricanes and floods,
blizzards, and wildfires. These events were selected because they
allow students to develop an understanding of natural events that
threaten property, ways of life, and lives. Because information
about preparing for a disaster is sometimes unavailable or not at a
level that is understandable to some of today's students, tips for
surviving each "force of nature "are presented at the end of each
workbook.
This workbook is designed to help students understand and use
English grammar correctly and effectively. This is a content-based
text, and all the examples, readings, and exercises are based on
the topic of hurricanes and floods. Each unit in the text covers
one area of grammar. Corpus-based grammars of English have been
used to inform this text to ensure that the language taught is
natural and high-frequency. This text will help students become
better readers and writers and listeners and speakers, by showing
them how English grammar can be used correctly and effectively. The
"Forces of Nature "workbooks combine high-interest readings with
skills development activities. Each of the five workbooks features
a different skills focus--reading, vocabulary, grammar, study
skills, and multi-skill review with writing activities. Each
content-based workbook also focuses on a different force of
nature--earthquakes, tornadoes, hurricanes and floods, blizzards,
and wildfires. These events were selected because they allow
students to develop an understanding of natural events that
threaten property, ways of life, and lives. Because information
about preparing for a disaster is sometimes unavailable or not at a
level that is understandable to some of today's students, tips for
surviving each "force of nature "are presented at the end of each
workbook. The "Forces of Nature "workbooks are copublished with
Artesian Press.
The idea of teaching writing through genres — rather than, say,
through prescriptive forms, templates, and rhetorical modes — is
intuitively appealing. Yet many teachers have questions, and they
are absolutely right to ask them: What are genres? What is
genre-based instruction? What do students write if they don’t
write essays? Isn’t it easier to teach and learn five-paragraph
essays? What’s the role of language in genre teaching? And many
more. These are all excellent questions and ones that new and
experienced teachers alike have also struggled with. This book sets
out to tackle some of the most common questions that teachers,
teacher educators, and administrators may have when moving toward a
genre-based teaching approach. Â
The goal of this collected volume is to explore roles that L2
writing specialists, IEP directors and instructors, writing center
administrators, and others within writing studies might play in
potential cross-campus dialogues on graduate student writing
support. This book is designed both for writing studies researchers
interested in new directions for graduate writing research and for
practitioners or program directors looking for practical directions
for their own programs. It includes a diverse chorus of voices on
graduate writing support--both seasoned, well-known researchers in
second language writing and composition studies and fresh new
voices and perspectives. Part 1, Graduate Writing: What Do We Know?
What Do We Need to Know? looks at graduate writing support
internationally, laying out what these courses and programs look
like currently, what gaps exist in current program design, and what
future work is needed. Part 2, Issues in Graduate Program and
Curricular Design, explores the nuts and bolts of graduate writing
support at both the classroom and program level. While this section
does feature specific programs offered from a variety of academic
units-IEPs, English or communication departments, writing centers,
etc.-the goal is to focus more on principles of design and concerns
(academic, administrative, budgetary, etc.) to consider in one's
own institutional setting. Part 3, Program Profiles, is a response
to the request from many within the graduate writing community for
more published examples of successful program models. The volume
includes five programs from around the world that highlight
particular ways programs were developed to meet specific
institutional needs-the University of Delaware, the University of
Toronto, the University of New South Wales, Chalmers University of
Technology in Sweden, and Yale University. The volume ends with
reflections on some of the emerging themes and strategies and tips
for programmatic responses to graduate student needs.
This volume was written to make the case for changes in second
language writing practices away from the five-paragraph essay and
toward purposeful, meaningful writing instruction. As the volume
editors say, "If you have already rejected the five-paragraph
essay, we offer validation and classroom-tested alternatives. If
you are new to teaching L2 writing, we introduce critical issues
you will need to consider as you plan your lessons and as you
consider/review the textbooks and handbooks that continue to
promote the teaching of the five-paragraph essay. If you need
ammunition to present to colleagues and administrators, we present
theory, research, and pedagogy that will benefit students from
elementary to graduate school. If you are skeptical about our
claims, we invite you to review the research presented here and
consider what your students could do beyond writing a
five-paragraph essay if you enacted these changes in practice."
Part 1 discusses what the five-paragraph essay is not: it is not a
very old, established form of writing; it is not a genre; and it is
not universal. Part 2 looks at writing practices to show the
essay's ineffectiveness in elementary schools, secondary schools,
first-year writing classes, university writing courses,
undergraduate discipline courses, and graduate school. Part 3 looks
beyond the classroom at testing. At the end of each chapter, the
authors--all well-known in the field of second language
writing--suggest changes to teaching practices based on their
theoretical approach and classroom experience. The book closes by
reviewing some of the major questions raised in the book, by
exploring which questions have been left unanswered, and by
offering suggestions for teachers who want to move away from the
five-paragraph essay. An assignment sequence for genre-aware
writing instruction is included.
"Step Up to the TOEFL(R)""iBT "is a skills-based textbook designed
to address the needs of students who have not yet reached a
language level to successfully prepare for the TOEFL(R) iBT. This
volume does what no other textbook does: it helps
intermediate-level students take a "step up" toward preparing
themselves for the iBT by teaching and developing some of the
grammar, vocabulary, and pronunciation skills necessary to do well
on the test. Each of the eight units in "Step Up "addresses one
rhetorical function (ranging from chronology and sequences to
developing ideas and paraphrasing) and includes:
- two Grammar You Can Use topics that strengthen students'
receptive and productive language
- three Vocabulary You Need sections highlighting common language
functions seen on the iBT
- two Speaking Clearly sections that focus on improving
comprehensibility and fluent delivery
- skill-building exercises that practice a language point through
high-interest reading, writing, listening, and speaking
activities
- iBT practice exercises that focus on a language point in ways
similar to those on the actual test (including the integrated
speaking and writing tasks) but at this intermediate-level of
competency
- Step Up Notes with useful hints and tips about improving
performance on the iBT
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