Teaching ESL Composition: Purpose, Process, and Practice - Tapa blanda

Intended for pre- and in-service ESL writing teachers, Teaching ESL Composition: Purpose, Process, and Practice blends current reviews of research with extensive coverage of practical topics related to the teaching of ESL writers in academic settings.

Second language writing as a field of expertise is relatively new; to date, very little has been written to help in-service and pre-service ESL writing instructors to become experts. This volume is unique in that it addresses in great detail practical concerns related to the teaching of ESL writing--lesson planning, text selection, responding to student writing, assessing student texts, and using computers for writing--providing extensive sample materials, figures, appendices, and application activities. At the same time, the text provides current and comprehensive reviews of research and theory in ESL composition in general, as well as a treatment of specific practical topics. Prospective and practicing teachers of ESL writing as well as researchers examining various issues in second-language composition will find this important volume to be distinctively interesting, useful, and relevant.

This book presents pedagogical approaches to the teaching of ESL composition in the context of current theoretical perspectives on second language (L2) writing and writers. It should appeal to four different audiences: teacher-educators and graduate students in TESOL preparation programmes; in-service ESL instructors currently engaged in teaching composition to L2 students; mainstream composition teachers wanting to know more about meeting ESL writers' needs; and researchers involved in describing L2 writing and/or investigating ESL composition pedagogy. The text addresses the needs of the first three groups by providing overviews of research related to ESL writing, as well as numerous opportunities to reflect on, develop and practice the teaching skills needed for effective ESL composition instruction. Researchers in the field should also appreciate the current and extensive reviews of the literature on various topics in ESL composition. While the discussion and review questions at the beginning and end of each chapter are designed to stimulate readers' thinking about the material presented, the application activities at the end of each chapter are designed to serve as "hands-on" tasks for pre- and in-service teachers as well as teacher educators. These activities provide a range of ideas for evaluating and synthesizing research and for undertaking action research. Because of the book's dual emphasis on theory and practice in ESL composition, it is appropriate as a primary or supplementary text in classes focusing on L2 writing theory as well as practicum courses that emphasis or include writing instruction. Although the organization of individual chapters varies somewhat according to the topic under discussion, all contain the following components: questions for reflection - pre-reading questions invite the reader to consider his/her own prior experiences as a student and a writer and to anticipate how these insights might inform their own ESL composition teaching; reflection and review - follow-up questions ask readers to examine and evaluate the theoretical information and practical suggestions provided in the chapter; figures and appendices - textual illustrations provide numerous examples of authentic activities, lesson plans, ESL student writing etc, which teachers can use or adapt for their own classrooms; and application activities - icons at various points within the chapters direct the reader to specific application activities that correspond to the principles or concepts discussed in the previous passage.