Examining what is involved in learning to write for academic purposes from a variety of perspectives, this book focuses in particular on issues related to academic writing instruction in diverse contexts, both geographical and disciplinary. Informed by current theory and research, leading experts in the field explain and illustrate instructional programs, tasks, and activities that help L2/multilingual writers develop knowledge of different genres, disciplinary expectations, and expertise in applying what they have learned in both educational and professional contexts.
"The contents page of this book reads like a who’s who of the field of second language writing….This book would be suitable for anyone teaching academic writing."
—Rachel Ruegg, TESOLANZ Journal
John Bitchener, Neomy Storch, and Rosemary Wette
PART I: EAP COURSES IN UNIVERSITY DEGREE PROGRAMS
2 Context and the Teaching of Academic Writing: Bringing Together Theory and Practice
3 Learning to Write for Academic Purposes: Specificity and Second Language Writing
4 Developing a Flexible, In-Sessional EAP Writing Program for Undergraduates at a Large Research University in the United States
PART II: INSTRUCTION IN SPECIFIC EAP KNOWLEDGE AND SKILLS: ACADEMIC GENRE-BASED INSTRUCTION
5 The Challenge of Genre in the Academic Writing Classroom: Implications for L2 Writing Teacher Education
Christine M. Tardy
6 Creating an Effective Argument in Different Academic Genres: A Scaffolded Approach
7 L2 Undergraduate Students Learning to Write Using Sources: A Trajectory of Skill Development
Instructional Tasks and Activities
8 Literate Talk: Supporting EAL Students’ Academic Writing
9 Implementing and Assessing Collaborative Writing Activities in EAP Classes
Approaches to Academic Language Development
10 Facilitating L2 Writers’ Academic Language Development
11 Working Hard or Working Smart: Comprehensive versus Focused Written Corrective Feedback in L2 Academic Contexts
PART III: FUTURE RESEARCH IN EAP
12 The Multifaceted and Situated Nature of the Interaction between Language and Writing in Academic Settings: Advancing Research Agendas
Rosa M. Manchón
PART IV EPILOGUE
Christine P. Casanave
This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practicing teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.
Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods.
The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.
Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.