Approaches to Teaching Writing

Course Description This course presents an overview of select theories and approaches to the teaching of writing in college settings (e.g., genre theory, process writing, tutoring, and peer review) with special emphasis on how these can inform students' practice as academic writing tutors, facilitators, and instructors in CIIS' Center for Writing and Scholarship. Students will learn how to assess writing, establish and manage professional relationships with student writers, and design and assess interventions to improve academic literacy at all levels (listening, speaking, reading, writing, critical thinking). Key topics will include: The psychological, developmental, and affective dimensions of academic writing; the socialization of scholars to communities-ofpractice and disciplinary discourses; contrastive (cross-cultural) rhetoric; addressing the needs of diverse populations (such as nonnative writers); and effective response and feedback strategies. The final part of the course will involve students' inquiry into their own identities as writers and scholars, as students reflect on how teaching and tutoring shapes their relationship to the art of writing, reading, and doing scholarship.

The new edition of Ken Hyland's text provides an authoritative guide to writing theory, research, and teaching. Emphasising the dynamic relationship between scholarship and pedagogy, it shows how research feeds into teaching practice. Teaching and Researching Writing introduces readers to key conceptual issues in the field today and reinforces their understanding with detailed cases, then offers tools for further investigating areas of interest. This is the essential resource for students of applied linguistics and language education to acquire and operationalise writing research theories, methods, findings, and practices--as well as for scholars and practitioners looking to learn more about writing and literacy. New to the fourth edition: Added or expanded coverage of important topics such as translingualism, digital literacies and technologies, multimodal and social media writing, action research, teacher reflection, curriculum design, teaching young learners, and discipline-specific and profession-specific writing. Updated throughout--including revision to case studies and classroom practices--and discussion of rhetorical genre studies, intercultural rhetoric, and expertise. Reorganised References and Resources section for ease of use for students, researchers, and teachers.

A comparison of published statements about the source-use skills of sophomores in the 1990s and those revealed by the more recent Citation Project study of researched writing suggests that many of the assumptions driving pedagogy, policy, and curricula need to be revised and that faculty working across the disciplines should work with students on reading and source-use skills when they assign researched writing. The Citation Project studied research papers by 174 first-year students at 16 US colleges and universities, producing a data-based portrait of student reading and source-use skills. Those students work from one or two sentences in 94% of their citations, cite the first or second page of their sources 70% of the time, and cite only 24% of their sources more than twice. While 78% of the papers include at least one incidence of paraphrase, 52% include at least one incidence of patchwriting, with students moving back and forth between the two within the same paragraph. Like earl...

Writing academically in a foreign language (L2) involves grammatical and lexical expertise, and it definitely implies having a set of skills to create texts that are both accurate and substantial. In tertiary education contexts, students are compelled to use higher-order thinking skills in their compositions since expectations are more demanding and seek to meet the international quality standards of the 21st century. However, according to Yang (2016), professors do not obtain the expected results when teaching students to write, not even from the most studious learners. Moreover, he states that the lack of writing ability among second language university students is mainly caused by deficient teacher instruction, negative first language transfer, and scarce teaching materials and methods. Indeed, one of the reasons why there is a limited number of national scientific publications in international journals is language limitations as stated in a study conducted by Colombian Administr...

The present article provides some recommendations for initiating students into academic writing. It includes seven key points to take into consideration: the formality of the language, writing processes, genres, citations, linguistic resources, paragraphing and writer's identity. Resumen: El presente artículo proporciona algunas recomendaciones para introducir a los estudiantes en la redacción académica. Incluyen siete puntos para considerarse: la formalidad del lenguaje, los procesos de escritura, géneros, citas, recursos lingüísticos, párrafos y la identidad del escritor. Students starting university should understand and become aware of the fact that the type of writing they will produce will be merely for academic purposes. For this reason, they will engage in the production of different types of texts required by their departments or study programs, in which formalities, conventions, ways of expression, discipline-specific vocabulary, and genres (essays, reports, proposals, and theses) are important aspects they should take into account. In this paper, we will discuss those that as instructors we should promote in our writing courses: 1. The appropriateness and formality of the language. 2. The writing processes. 3. The different types of genres and their content. 4. The conventions and demands of paraphrasing and quoting.

Developing Materials for Language Teaching (Tomlinson. Ed), 2014

The choice of materials available to teachers is almost infinite, ranging from YouTube clips to research articles, but their effectiveness ultimately depends on the role that they are required to play in the instructional process and on the extent they relate to the learning needs of students. This chapter will consider both these issues and then go on to discuss using textbook and inter-net materials and ways to develop materials.

Te a c h i n g A c a d e m i c Wr i t i n g 'With a rich and diverse supply of exercises and suggestions to incorporate into teaching and assessment, this book will be useful for academic staff in all disciplines.' Shân Wareing, Director of the Educational Development Centre, Royal Holloway, University of London, UK 'This book is a gem, filled with practical ideas for helping students learn to write in a discipline. Tutors will get a fresh sense of the possibilities for teaching and learning through understanding how students make sense of a field's theories and concepts through writing.'

Lingua, 2021

Author post-print (accepted) deposited by Coventry University's Repository Original citation & hyperlink: 'Sources for courses: metadiscourse and the role of citation in student writing',