Writing /

Writing / Christopher Tribble.

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Bibliographic Details
Main Author: Tribble, Chris (Author)
Format: Book
Language:English
Published: Oxford : Oxford University Press, 1996.
Series:Language teaching, a scheme for teacher education.
Subjects:
Authorship > Style manuals
English language > Composition and exercises

MARC

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100 1 |a Tribble, Chris,  |e author.  |9 242461 
245 1 0 |a Writing /  |c Christopher Tribble. 
264 1 |a Oxford :  |b Oxford University Press,  |c 1996. 
300 |a xii, 172 pages :  |b illustrations, facsimiles ;  |c 25 cm. 
336 |a text  |b txt  |2 rdacontent 
337 |a unmediated  |b n  |2 rdamedia 
338 |a volume  |b nc  |2 rdacarrier 
490 1 |a Language teaching : a scheme for teacher education 
504 |a Includes bibliographical references (pages 163-167) and index. 
505 0 0 |t Introduction --  |g Section One.  |t Explanation --  |g 1.  |t Why teach writing? --  |g 1.1.  |t Introduction --  |g 1.2.  |t What to teach? --  |g 1.3.  |t Different students: different needs --  |g 1.4.  |t Conclusion --  |g 2.  |t The roles of writing --  |g 2.1.  |t Differences between writing and speaking --  |g 2.2.  |t Differences between writing and reading --  |g 2.3.  |t Writing and power --  |g 3.  |t Speaking and writing --  |g 3.1.  |t Distinguishing features of spoken and written language --  |g 3.2.  |t Lexical density --  |g 3.3.  |t Stylistic choice --  |g 3.4.  |t Conclusion --  |g 4.  |t The organization of written texts --  |g 4.1.  |t Introduction --  |g 4.2.  |t Layout --  |g 4.3.  |t Social function --  |g 4.4.  |t Clause relations --  |g 4.5.  |t Discourse relations --  |g 4.6.  |t Conclusion --  |g 5.  |t Approaches to the teaching of writing: process --  |g 5.1.  |t Introduction --  |g 5.2.  |t Models of the writing process --  |g 5.3.  |t Protocols --  |g 5.4.  |t Problems of the process approach --  |g 5.5.  |t What writers need to know --  |g 5.6.  |t Conclusion --  |g 6.  |t Approaches to the teaching of w! riting: genre --  |g 6.1.  |t Introduction --  |g 6.2.  |t Communicative events and communicative purposes --  |g 6.3.  |t How genres change --  |g 6.4.  |t Reader expectation and schematic structure --  |g 6.5.  |t Defining typical and less typical examples: communicativepurpose --  |g 6.6.  |t Genre and social structures --  |g 6.7.  |t Conclusion: process and genre --  |g Section Two.  |t Demonstration --  |g 7.  |t Writing in language teaching --  |g 7.1.  |t Identifying purpose --  |g 7.2.  |t What writers need to know --  |g 7.3.  |t Conclusion --  |g 8.  |t Writing in business and professional settings --  |g 8.1.  |t Writing in different contexts --  |g 8.2.  |t Business and professional contexts --  |g 8.3.  |t Conclusion --  |g 9.  |t Writing in academic and study settings --  |g 9.1.  |t Introduction --  |g 9.2.  |t The intellectual /rhetorical approach --  |g 9.3.  |t The social / genre approach --  |g 9.4.  |t Structure and organization --  |g 9.5.  |t Argumentation --  |g 9.6.  |t Style --  |g 9.7.  |t Conclusion --  |g 10.  |t Teaching writing skills --  |g 10.1.  |t Introduction --  |g 10.2.  |t Pre-writing --  |g 10.3.  |t Composing and drafting --  |g 10.4.  |t Revising and editing --  |g 10.5.  |t Conclusion --  |g 11.  |t Responding to student writing --  |g 11.1.  |t Introduction --  |g 11.2.  |t Four basic roles --  |g 11.3.  |t Audience --  |g 11.4.  |t Assistant --  |g 11.5.  |t Evaluator --  |g 11.6.  |t Examiner --  |g 11.7.  |t Conclusion --  |g Section Three.  |t Exploration --  |g 12.  |t Exploring writing in the classroom. 
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650 0 |a English language  |x Composition and exercises  |9 317357 
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