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ocn958574866 |
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20240809213013.0 |
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m o d |
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160917s2016 xx ob 001 0 eng d |
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|a EBLCP
|b eng
|e pn
|c EBLCP
|d OCLCQ
|d TJC
|d OCLCO
|d OCLCF
|d ESU
|d MERUC
|d OCLCQ
|d OCLCO
|d OCLCQ
|d OCLCO
|d OCLCL
|d NUI
|d SXB
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|a 9781315519005
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|a 1315519003
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|a 9781315519012
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|a 1315519011
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|z 9781138907430
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|z 113890743X
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|z 9781138907447
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|z 1138907448
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|a (OCoLC)958574866
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| 050 |
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|a P53.293
|b .D57 2016
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|a HCDD
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| 100 |
1 |
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|a Flowerdew, John.
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| 245 |
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|a Discipline-Specific Writing :
|b Theory into practice.
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| 260 |
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|a Milton :
|b Taylor and Francis,
|c 2016.
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| 300 |
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|a 1 online resource (232 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 588 |
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|a Print version record.
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|a Cover; Half Title; Title Page; Copyright Page; Contents; List of figures; List of tables; List of contributors; Chapter 1: Introduction; Background to this edited collection; Discipline-specificity and disciplinarity; Discipline-specific writing; Discipline and genre; Discipline-specificity and English for Specific Purposes; Approaches and issues in teaching discipline-specific writing; Overview of this edited collection; Bringing it all together; Note; References; Chapter 2: Investigating local sociocultural and institutional contexts for discipline-specific writing.
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|a Theoretical background and literature reviewPractical applications; Discussion questions and activities; Acknowledgements; References; Chapter 3: Developing writing courses for specific academic purposes; Background; Practice; Conclusion; Discussion questions and activities; References; Chapter 4: The role of grammar in the discipline-specific writing curriculum; Introduction; Grammar and writing: a brief history; Developing an academic writing course from a genre and text-based perspective; Case study of an English for Science course; Discussion; Conclusion; Discussion questions.
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|a Additional activitiesAcknowledgements; Notes; References; Chapter 5: Approaches and perspectives on teaching vocabulary for discipline-specific academic writing; Introduction; Theoretical concerns related to discipline-specific vocabulary; Identifying discipline-specific vocabulary; Different kinds of discipline-specific vocabulary; Using discipline-specific vocabulary in writing; Practical applications; Conclusion; Discussion questions; Activities; References; Chapter 6: Using genre analysis to teach writing in the disciplines; Genre-based teaching in ESP.
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8 |
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|a The impact of genre-based teaching on student writersA genre-based activity sequence for writing courses; Conclusion: transferability of genre knowledge; Discussion questions; Activities; Notes; References; Chapter 7: Teaching writing for science and technology; Introduction; Theoretical concerns related to teaching disciplinary writing; The laboratory report: describing language and disciplinary context; A practical application; Conclusion; Discussion questions; Additional activity; Acknowledgements; Note; References.
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|a Chapter 8: Using annotated bibliographies to develop student writing in social sciencesIntroduction; Adopting an academic literacies perspective; Academic literacies and our teaching contexts; Annotated bibliographies; Principles for the use of annotated bibliographies; The annotated bibliography process; Conclusion; Discussion questions; Further activities; References; Chapter 9: Discipline-specific writing for business students: research, practice and pedagogy; Introduction; Conceptualising writing for business studies; Pedagogical applications; Activity 1; Activity 2; Activity 3.
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|a Activity 4.
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|a Includes bibliographical references and index.
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|a Discipline-Specific Writing provides an introduction and guide for students and trainee teachers on how to teach this topic. Writing remains a central area of learning, research and teaching at the university but the focus is now on discipline-specific writing as a critical area of study and competence for all students. This book provides comprehensive coverage of this subject including contextual backgrounds, course design, language features, specific disciplinary focusses, genre, corpus-based approaches, critical approaches, and assessment. This book is key reading for students taking courses in English for Specific Purposes, Applied Linguistics, TESOL, TEFL and CELTA.
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| 650 |
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|a Language arts (Higher)
|x Correlation with content subjects.
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| 650 |
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|a English language
|x Rhetoric
|x Study and teaching (Higher)
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| 650 |
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|a Interdisciplinary approach in education.
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| 650 |
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|a Language and education.
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| 650 |
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7 |
|a English language
|x Rhetoric
|x Study and teaching (Higher)
|2 fast
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| 650 |
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7 |
|a Interdisciplinary approach in education
|2 fast
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| 650 |
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7 |
|a Language and education
|2 fast
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| 650 |
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7 |
|a Language arts (Higher)
|x Correlation with content subjects
|2 fast
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| 700 |
1 |
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|a Costley, Tracey.
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| 758 |
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|i has work:
|a Discipline-specific writing (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCH8ycDwrhmf3BthVfQBv6q
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
8 |
|i Print version:
|a Flowerdew, John.
|t Discipline-Specific Writing : Theory into practice.
|d Milton : Taylor and Francis, ©2016
|z 9781138907430
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=4684282
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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