英语写作教学的原则与策略2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

英语写作教学的原则与策略PDF格式电子书版下载

注意：本站所有压缩包均有解压码： 点击下载压缩包解压工具

Part One Towards a Better Understanding of WritingChapter 1 What Is Writing?3

1.1 Introduction3

1.2 Definitions of writing4

1.3 Writing versus composition6

1.4 Writing versus speech9

1.4.1 Linguistic differences9

1.4.2 Psychological differences10

1.4.3 Cognitive differences11

1.5 Towards a working definition of writing12

1.5.1 Writing is an art13

1.5.2 Writing is an active process16

1.5.3 Writing is a creative process18

1.5.4 Writing is a recursive process22

1.5.5 Writing is a process of communication23

1.5.6 Writing involves a conventional graphic system25

1.5.7 Writing is context-based and usually reader-oriented26

1.5.8 Writing involves grammar27

1.5.9 Writing involves rhetoric28

1.6 Writing in the eyes of professionals29

1.6.1 Writing is largely a matter of how we think and feel29

1.6.2 Writing as an art can be acquired only by practice32

1.6.3 Writing is a form of magic34

1.6.4 Writing requires vocabulary,empathy,and style35

1.6.5 Good writing comes from much reading38

1.6.6 Writing is a game of words38

1.6.7 Writing demands correctness,clarity,and sincerity39

1.7 Summary41

Questions for Review42

Chapter 2 Can Writing Be Taught?43

2.1 Introduction43

2.2 Notions surrounding the teaching of writing44

2.3 Teacher beliefs about writing48

2.3.1 Students learn to write only by writing48

2.3.2 Writing is a process48

2.3.3 Writing is a tool for thinking49

2.3.4 Writing has a purpose50

2.3.5 Conventions of finished texts count50

2.3.6 Writing and reading are interrelated51

2.3.7 Writing is closely related with speech52

2.3.8 Writing involves complicated social relationships52

2.3.9 Writing assessment involves complex judgments53

2.4 Requisite knowledge of the writing teacher53

2.4.1 Second language acquisition54

2.4.2 Linguistics57

2.4.3 Rhetoric61

2.5 Requisite skills for the writing teacher67

2.5.1 He listens to his students68

2.5.2 He coaches his students68

2.5.3 He learns to be a diagnostician69

2.5.4 He writes with his students69

2.5.5 He allots appropriate writing assignments70

2.5.6 He provides immediate feedback70

2.5.7 He encourages students to think clearly and express precisely71

2.5.8 He keeps the writing objectives in mind72

2.5.9 He fosters a positive attitude in students73

2.5.10 He conducts writing conferences73

2.5.11 He helps students develop the writer's twenty-one senses74

2.5.12 He helps students understand the developmental stages of writing75

2.6 Summary76

Questions for Review77

Chapter 3 ESL Writing and ESL Writers78

3.1 Introduction78

3 2 The origins of ESL writing79

3.3 The emergence of ESL writing as a subdiscipline81

3.4 The differences between L1 and L2 writers84

3.4.1 Differences in schemata84

3.4.2 Differences in rhetorical patterns86

3.5 Summary88

Questions for Review89

Part Two The Principles of Writing93

Chapter 4 Linguistic Principles of Writing93

4.1 Introduction93

4.2 Understanding grammatical sentences94

4.2.1 Understanding the basic grammar of sentences94

4.2.2 Recognizing the parts of speech95

4.2.3 Recognizing the parts of a sentence99

4.2.4 Understanding types of sentences in writing103

4.3 Principles of maintaining subject-verb agreement105

4.4 Principles of maintaining pronoun-antecedent agreement107

4.5 Principles of maintaining clear pronoun reference109

4.6 Principle of avoiding shifts in writing110

4.7 Principles of placing modifiers appropriately112

4.8 Principles of maintaining consistent and complete grammatical structures114

4.9 Principles of avoiding sentence fragments116

4.10 Principles of avoiding comma splices and fused sentences118

4.11 Principles of using correct verb tenses122

4.12 Principles of using correct articles,determiners,and quantifiers124

4.13 Summary126

Questions for Review126

Chapter 5 Rhetorical Principles of Writing127

5.1 Introduction127

5.2 The rhetorical triangle128

5.3 The principle of accuracy130

5.3.1 Using concrete and specific language130

5.3.2 Using suitable,standard,and idiomatic language132

5.3.3 Watching for word connotations132

5.3.4 Quoting and paraphrasing accurately133

5.4 The principle of audience awareness133

5.5 The principle of emphasis134

5.5.1 Using closing and opening positions for emphasis134

5.5.2 Using climactic order135

5.5.3 Using strong verbs for emphasis135

5.5.4 Using voice for emphasis137

5.6 The principle of variety137

5.6.1 Variety in sentence length138

5.6.2 Variety in sentence openings139

5.6.3 Variety in sentence types141

5.7 The principle of parallelism142

5.7.1 Using parallel structures in a series143

5.7.2 Using parallel structures with pairs144

5.8 The principle of brevity152

5.8.1 Eliminating unnecessary determiners and modifiers153

5.8.2 Changing phrases into single words153

5.8.3 Changing unnecessary that-,who-,and which- clauses into phrases154

5.8.4 Avoiding overusing expletives at the beginning of sentences154

5.8.5 Using active rather than passive verbs154

5.8.6 Rewording unnecessary infinitive phrases155

5.8.7 Replacing circumlocutions with direct expressions155

5.8.8 Omitting words that explain the obvious or provide excessive detail156

5.8.9 Omitting repetitive wording156

5.8.10 Watching out for redundant categories156

5.9 The principle of clarity157

5.9.1 Going from old to new information157

5.9.2 Using a graded order of ideas158

5.9.3 Creating coherence in your paragraphs158

5.10 The principle of relevancy161

5.11 The principle of good logic164

5.12 The principle of simplicity166

5.13 The principle of thesis awareness168

5.13.1 Focusing on the paragraph168

5.13.2 Focusing on the thesis169

5.13.3 Writing a thesis statement169

5.14 The principle of thoroughness171

5.14.1 Using narrative time order171

5.14.2 Using narrative space order172

5.14.3 Using cause and effect173

5.14.4 Using classification173

5.14.5 Using expository support order(general to specific）175

5.14.6 Using expository climax order(specific to general）176

5.14.7 Using definition176

5.14.8 Using comparison and contrast177

5.15 Summary178

Questions for Review179

Chapter 6 Mechanical Principles of Writing180

6.1 Introduction180

6.2 The principle of good punctuation181

6.2.1 Using the right apostrophe181

6.2.2 Using the right bracket182

6.2.3 Using the right colon183

6.2.4 Using the right comma184

6.2.5 Using the right dash188

6.2.6 Using the right ellipsis189

6.2.7 Using the right exclamation mark190

6.2.8 Using the right hyphen190

6.2.9 Using the right italics192

6.2.10 Using the right parentheses193

6.2.11 Using the right period193

6.2.12 Using the right question mark194

6.2.13 Using the right quotation mark196

6.2.14 Using the right semicolon198

6.2.15 Using the right slash199

6.3 The principle of good capitalization199

6.3.1 Sentence style capitalization200

6.3.2 Headline style capitalization201

6.3.3 Capitalization of nouns201

6.4 The principle of good paragraphing204

6.5 The principle of correct abbreviations and nouns206

6.6 The principle of correct notes and bibliographies209

6.6.1 Notes and bibliographies for books209

6.6.2 Notes and bibliographies for dissertations and articles210

6.6.3 Notes and bibliographies for Internet documents211

6.7 The principle of correct numbers and dates211

6.7.1 Guidelines for spelling out numbers211

6.7.2 Guidelines for spelling out dates212

6.7.3 Guidelines for indicating inclusive numbers212

6.8 Summary213

Questions for Review214

Part Three Strategies Related to the Writing ProcessChapter 7 Invention Strategies217

7.1 Introduction217

7.2 Exploratory＆intuitive strategies219

7.2.1 Brain pattern219

7.2.2 Brainstorming220

7.2.3 Branching221

7.2.4 Free writing222

7.2.5 Journal keeping224

7.2.6 Listing226

7.2.7 Mapping227

7.2.8 Circle diagramming227

7.2.9 Looping writing228

7.2.10 Idea maps228

7.2.11 Matrices229

7.2.12 Pyramid pattern229

7.2.13 Working outlines230

7.3 Position taking＆empirical strategies231

7.3.1 Debate231

7.3.2 Dialogue232

7.3.3 Experiment/Observation232

7.3.4 Interview233

7.3.5 Role play234

7.4 Information gathering,form giving＆rational strategies234

7.4.1 Classical invention235

7.4.2 Cubing236

7.4.3 Dramatistic238

7.4.4 Journalistic238

7.4.5 Questioning239

7.5 Summary240

Questions for Review241

Chapter 8 Planning and Organizing Strategies242

8.1 Introduction242

8.2 Modelling the planning process243

8.3 Guiding ideas245

8.4 Outlining246

8.5 The classical rhetorical arrangement248

8.6 The commonplaces249

8.7 The topic proposal251

8.8 SPACE LAUNCH as a planning strategy253

8.9 DARE to DEFEND as a planning strategy255

8.10 Summary256

Questions for Review257

Chapter 9 Drafting Strategies258

9.1 Introduction258

9.2 Strategies for drafting an academic essay259

9.2.1 Using appropriate titles262

9.2.2 Using appropriate thesis statements262

9.2.3 Using eye-catching introductions264

9.2.4 Developing substantial body paragraphs265

9.2.5 Drawing logical conclusions268

9.2.6 Sample essay268

9.3 Linear composing strategies270

9.3.1 Deciding on the modes of development270

9.3.2 Writing from a linear outline271

9.3.3 Constructing arguments using the Toulmin Model273

9 4 Non-linear composing strategies278

9.4.1 Using maps for creative thinking279

9.4.2 Composing from a map279

9.4.3 Non-linear composing strategies for research papers280

9.5 Planning and interactive strategies285

9.6 Knowledge transforming and knowledge telling strategies288

9.7 Summary289

Questions for Review290

Chapter 10 Revising Strategies291

10.1 Introduction291

10.2 Theoretical modeling of revising strategies293

10.3 Major steps in revision296

10.4 Strategies for global revision299

10.5 Strategies for structural revision303

10.6 Strategies for local revision307

10.6.1 Revising language307

10.6.2 Revising the page layout310

10.7 Checklist-based revising strategies310

10.7.1 SEARCH as a revising strategy310

10.7.2 The C-D-O Strategy312

10.8 Revision-record-based revision strategies313

10.9 Summary315

Questions for Review316

Chapter 11 Editing and Proofreading Strategies317

11.1 Introduction317

11.2 Defining editing318

11.3 Self-editing strategies321

11.4 Defining proofreading325

11.5 The proofreading process326

11.6 Strategies for successful proofreading327

11.7 A review of common errors for proofreading330

11.8 Summary335

Questions for Review336

Part Four Pedagogical Strategies339

Chapter 12 Strategies for Syllabus Design and Lesson Planning339

12.1 Introduction339

12.2 What is a syllabus?340

12.2.1 Functions of a syllabus340

12.2.2 Components of a syllabus340

12.2.3 Conveying syllabus information to students346

12.3 Strategies for designing a syllabus346

12.3.1 Conducting a needs assessment346

12.3.2 Formulating goals and objectives350

12.3.3 Laying the groundwork for syllabus development352

12.4 What is a lesson plan?353

12.5 Strategies for lesson planning357

12.6 Summary366

Questions for Review367

Chapter 13 Strategies for Text Selection and Task Construction368

13.1 Introduction368

13.2 Strategies for evaluating textbooks368

13.3 Strategies for supplementing the core textbook372

13.4 Strategies for task construction373

13.5 Strategies for sharpening students'drafting skills381

13.6 Summary382

Questions for Review383

Chapter 14 Strategies for Responding to Student Writing384

14.1 Introduction384

14 2 Teacher response in L1 and L2 writing research385

14.2.1 Teacher feedback in L1 composition385

14.2.2 Teacher response in L2 composition386

14.3 Strategies for written response to student writing388

14.3.1 Developing good habits of responding to student writing389

14.3.2 Responding to content and organization391

14.3.3 Responding to grammatical,lexical,and mechanical errors393

14.3.4 Helping students become independent self-editors397

14.3.5 Responding to student writing in appropriate forms399

14.3.6 Tackling problems with teacher response400

14.4 Strategies for oral response to student writing401

14.5 Proposals for responding to student writing403

14.5.1 Larson's proposal404

14.5.2 Lindemann's proposal404

14.5.3 Mallonee and Breihan's proposal405

14.5.4 Knoblauch and Brannon's proposal406

14.6 Peer response to student writing407

14.6.1 The peer review process408

14.6.2 Empirical studies of L2 peer response409

14.6.3 Strategies of implementing peer review412

14.7 Summary415

Questions for Review416

Chapter 15 Strategies for Assessing Student Writing417

15.1 Introduction417

15.2 Defining assessment418

15.3 Assessment in writing419

15.4 Basic precepts in writing assessment420

15.5 Approaches to scoring student writing423

15.5.1 Holistic scoring429

15.5.2 Analytic scoring434

15.5.3 Primary and multiple trait scoring440

15.6 Portfolio assessment445

15.6.1 Pros and cons of portfolio assessment446

15.6.2 Activating a portfolio process448

15.7 Summary453

Questions for Review455

References457

Appendix 1 Some Apt Quotations about Writing479

Appendix 2 Sample Student Writing for Critiquing493

Appendix 3 Some Words of Wisdom513

List of Figures and Tables21

FIGURE 1.1 The structure of composition21

FIGURE 1.2 The Communication Triangle24

FIGURE 5.1 The rhetorical triangle128

FIGURE 8.1 An outline using Roman numerals and letters or decimals248

TABLE 1.1 Meanings of writing4

TABLE 3.1 Differences between NES and ESL students86

TABLE 4.1 Transitional devices and their functions121

TABLE 4.2 Relationships between the tense in the independent clause and the purpose of the dependent clause123

TABLE 5.1 Some common circumlocutions that can be replaced with just one word155

TABLE 6.1 Typographical scenarios in which the comma is used185

TABLE 9.1 Some ways to write a good thesis statement264

TABLE 9.2 Questions which imply respective modes of development270

TABLE 9.3 An informal outline for a narrative essay271

TABLE 9.4 A formal topic outline for an argumentative essay271

TABLE 9.5 The six elements of argument278

TABLE 10.1 The SEARCH checklist312

TABLE 10.2 The C-D-O checklist313

TABLE 11.1 An editing checklist325

TABLE 12.1 A writing styles questionnaire350

TABLE 12.2 Course objectives for different ESL writing skills352

TABLE 12.3 A sample lesson plan357

TABLE 13.1 Different tasks with different aims appropriate for different levels of students375

TABLE 14.1 Checklist of grammar/editing symbols397

TABLE 14.2 A coding scheme for revisions411

TABLE 14.3 A peer response form414

TABLE 15.1 A holistic rubric426

TABLE 15.2 A weighted fiction-writing rubric427

TABLE 15.3 A non-weighted rubric429

TABLE 15.4 A paragraph scoring rubric for a low-intermediate ESL composition course431

TABLE 15.5 A scoring rubric for an advanced-level social sciences EAP writing course433

TABLE 15.6 An ESL composition profile436

TABLE 15.7 A TOEFL scoring guide438

TABLE 15.8 A GRE scoring guide440

TABLE 15.9 A primary traits scoring guide443

TABLE 15.10 A multiple trait scoring guide445

TABLE 15.11 The portfolio process guidelines451