- Mastuda, P. K., & Silva, T. (Eds.) (2005). Second language writing research: Perspectives on the process of knowledge construction. Mahwah, N. J.: Laurence Erlbaum.
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摘要:In this original volume, eighteen researchers from different parts of the world reflect on their own research projects, providing insights into key methodological issues in research on second language writing. By offering a glimpse into the process of constructing and negotiating knowledge in the field—the messy space of situated practices of inquiry—it helps to demystify the research process, which can appear in published studies and in introductory methodology guides to be neater and more orderly than it actually is.
Taking a broad conception of research as inquiry that emphasizes the situated and constructed nature of knowledge in the field; Second Language Writing Research: Perspectives on the Process of Knowledge Construction encourages multiple forms of inquiry, including philosophical, narrative, and historical modes. Empirical inquiry as presented in this book encompasses both quantitative and qualitative approaches as well as those that strategically combine them. A helpful discussion of the "nuts and bolts" of developing sustainable research programs is also provided. The volume as a whole facilitates a situated, issue-driven research practice. Its unique focus on second language writing research makes it an invaluable resource for both novice and experienced researchers in the field.
- Hunston, S., & Thompson, G. (Eds.) (2000). Evaluation in text: Authorial stance and the construction of discourse. Oxford: Oxford University Press.
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摘要:A crucial aspect of any discourse is what the writer or speaker thinks about his/her topic - in other words, how the writer or speaker evaluates the topic. Evaluation in Text brings together work from many different perspectives, providing a unique profile of this important topic which will be essential reading for any student or researcher of Discourse Analysis. This is an accessible and wide-ranging account of current research in one of the most central aspects of discourse analsysis: evalution in and of written and spoken language. Evalution is the broad cover term for the expression of a speakers - or writers - attitudes, feelings, and values. It covers areas sometimes referred to as stance, modality, affect or appraisal. Evaluation (a) expresses the speakers opinion and thus reflects the value-system of that person and their community; (b) constructs relations between speaker and hearer (or writer and reader); (c) plays a key role in how discourse is organized. Every act of evalution expresses and contributes to a communal value-system, which in turn is a component of the ideology that lies behind every written or spoken text. Conceptually, evaluation is comparative, subjective, and value-laden. In linguistic terms it may be analysed lexically, grammatically, and textually. These themes and perspectives are richly exemplified in the chapters of this book, by authors aware and observant of the fact that processes of linguistic analysis are themselves inherently evaluative. The editors open the book by introducing the field and provide separate, contextual introductions to each chapter. They have also collated the references into one list, itself a valuable research guide. The exemplary perspectives and analyses presented by the authors will be of central interest to everyone concerned with the analysis of discourse, whether as students of language, literature, or communication. They also have much to offer students of politics and culture. The editors open the book by introducing the field and provide separate, contextual introductions to each chapter. They have also collated the references into one list, itself a valuable research guide. The exemplary perspectives and analyses presented by the authors will be of central interest to everyone concerned with the analysis of discourse, whether as students of language, literature, or communication. They also have much to offer students of politics and culture.
- Connor, U. (1996). Contrastive rhetoric: Cross-Cultural aspects of second language writing. Cambridge: Cambridge University Press.
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摘要:This volume explores the field of contrastive rhetoric, the study of how a person's first language and culture influence his or her writing in a second language. It presents a comprehensive view of the research in this field, emphasizing the connections between contrastive rhetoric and the related disciplines of composition studies, cultural anthropology, translation studies, and text linguistics. Connor draws on this research to provide sound advice for dealing with cross-cultural issues in a variety of second language writing contexts. Her goal is to make teachers aware of the many factors influencing their students' attempts to compose effective texts and to help teachers draw on the resources individual learners bring to the writing task. It is a solid reference for researchers and teachers in the field of second language writing.
- Bereiter, C., & Scardamalia, M. (Eds.) (1987). The psychology of written composition. Hillsdale, N. J.: Laurence Erlbaum.
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摘要:Those who are concerned with promoting general cognitive attainment will find that knowledge-transforming writing is a powerful tool for achieving that end. Scholars with a primary interest either in writing or in cognitive science will find much of interest both in the specific experimental techniques that Bereiter and Scardamalia describe and in the overall conceptual framework of the volume.
- Ferris, D. R., & Hedgcock, J. S. (2004). Teaching ESL composition: Purpose, process, and practice (2nd Ed.). Mahwah, N. J.: Lawrence Erlbaum Associates Inc.
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摘要: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.
- Swales, J., & Feak, C. (2009). Abstracts and the writing of abstracts. Ann Arbor: The University of Michigan Press.
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摘要:Today's research world demands a variety of different abstracts to serve different purposes. As a result, writing abstracts can be a difficult task for graduate and international students, researchers, and even practiced authors. Abstracts andthe Writing of Abstracts is designed to demystify the construction of this essential writing form and to equip scholars with the skills to summarize their work in clear and compelling ways. This volume represents a revision and expansion of the material onwriting abstracts that appeared in English in Today's Research World. The Abstracts volume focuses on abstracts for researcharticles before addressing abstracts for short communications, conferences, and PhD dissertations. It also covers keywords, titles, and author names. Wherever appropriate within the text, Language Focus sections discuss options and provide tips for meeting specific linguistic challenges posed by the writing of different types of abstracts.
- Grabe, W., & Kaplan, R. B. (1996). Theory & practice of writing. London: Longman.
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摘要:This book undertakes a general framework within which to consider the complex nature of the writing task in English, both as a first, and as a second language. The volume explores varieties of writing, different purposes for learning to write extended text, and cross-cultural variation among second-language writers. The volume overviews textlinguistic research, explores process approaches to writing, discusses writing for professional purposes, and contrastive rhetoric. It proposes a model for text construction as well as a framework for a more general theory of writing. Later chapters, organised around seventy-five themes for writing instruction are devoted to the teaching of writing at the beginning, intermediate, and advanced levels. Writing assessment and other means for responding to writing are also discussed. William Grabe and Robert Kaplan summarise various theoretical strands that have been recently explored by applied linguists and other writing researchers, and draw these strands together into a coherent overview of the nature of written text. Finally they suggest methods for the teaching of writing consistent with the nature, processes and social context of writing.