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Teaching ESL Composition: Purpose, Process, and Practice
In keeping with the spirit of the first edition, "Teaching ESL Composition: Purpose, Process, and Practice, Second Edition" presents pedagogical approaches to the teaching of ESL composition in the framework of current theoretical perspectives on second language writing processes, practices, and writers.
The text as a whole moves from general themes to specific pedagogical concerns. A primary goal is to offer a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. The focus is on providing apprentice teachers with practice activities that can be used to develop the complex skills involved in teaching second language writing. Although all topics are firmly grounded in reviews of relevant research, a distinguishing feature of this text is its array of hands-on, practical examples, materials, and tasks, which are presented in figures and in the main text. The synthesis of theory and research in a form that is accessible to preservice and in-service teachers enables readers to see the relevance of the field's knowledge base to their own present or future classroom settings and student writers.
Each chapter includes:
*"Questions for Reflection"--pre-reading questions that invite readers to consider their own prior experiences as students and writers and to anticipate how these insights might inform their own teaching practice;
*"Reflection and Review"--follow-up questions that ask readers to examine and evaluate the theoretical information and practical suggestions provided in the main discussion; and
"*Application Activities"--a range of hands-on practical exercises, such as evaluating and synthesizing published research, developing lesson plans, designing classroom activities, executing classroom tasks, writing commentary on sample student papers, and assessing student writing.
The dual emphasis on theory and practice makes this text appropriate as a primary or supplementary text in courses focusing on second language writing theory, as well as practicum courses that emphasize or include second language writing instruction or literacy instruction more generally.
New in the Second Edition:
*updated research summaries consider new work that has appeared since publication of the first edition;
*revised chapter on research and practice in the use of computers in second language writing courses covers recent developments;
*streamlined number and type of Application Activities focus on hands-on practice exercises and critical analysis of primary research; and
*revisions throughout reflect the authors' own experiences with the text and reviewers' suggestions for improving the text.
The text as a whole moves from general themes to specific pedagogical concerns. A primary goal is to offer a synthesis of theory and practice in a rapidly evolving community of scholars and professionals. The focus is on providing apprentice teachers with practice activities that can be used to develop the complex skills involved in teaching second language writing. Although all topics are firmly grounded in reviews of relevant research, a distinguishing feature of this text is its array of hands-on, practical examples, materials, and tasks, which are presented in figures and in the main text. The synthesis of theory and research in a form that is accessible to preservice and in-service teachers enables readers to see the relevance of the field's knowledge base to their own present or future classroom settings and student writers.
Each chapter includes:
*"Questions for Reflection"--pre-reading questions that invite readers to consider their own prior experiences as students and writers and to anticipate how these insights might inform their own teaching practice;
*"Reflection and Review"--follow-up questions that ask readers to examine and evaluate the theoretical information and practical suggestions provided in the main discussion; and
"*Application Activities"--a range of hands-on practical exercises, such as evaluating and synthesizing published research, developing lesson plans, designing classroom activities, executing classroom tasks, writing commentary on sample student papers, and assessing student writing.
The dual emphasis on theory and practice makes this text appropriate as a primary or supplementary text in courses focusing on second language writing theory, as well as practicum courses that emphasize or include second language writing instruction or literacy instruction more generally.
New in the Second Edition:
*updated research summaries consider new work that has appeared since publication of the first edition;
*revised chapter on research and practice in the use of computers in second language writing courses covers recent developments;
*streamlined number and type of Application Activities focus on hands-on practice exercises and critical analysis of primary research; and
*revisions throughout reflect the authors' own experiences with the text and reviewers' suggestions for improving the text.
448 pages, Paperback
First published August 1, 1998
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44 people want to read
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Displaying 1 - 4 of 4 reviews
December 18, 2016
Surprisingly non-esoteric (as non-esoteric as you can get while talking about theory), Ferris & Hedgcock succeed in providing solid theoretical frameworks with thoughtful practical applications. Although the text is rooted in second language writing, I think it would be of use as well to the developmental reading and writing teacher for native English speakers. The depth of research that Ferris & Hedgcock provide would also be useful to the introductory scholar-teacher who has never been exposed to second language acquisition/writing research.
April 15, 2012
This is an excellent resource for preparing to teach L2 students. It provides lesson plan ideas. Research on why and how you could teach a principle. It includes cultural information. Really, very excellent! I highly recommend for anyone that teaches L2 students.
May 24, 2009
Used this in grad school; now I actually need to read it to prepare for classes I'm teaching!
December 1, 2013
This book is primarily targeted towards the the second language writing principles and theories, and the practices and issues of teaching second language writing at the college level.
Displaying 1 - 4 of 4 reviews