Cover

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pp. 1-1

Title Page, Other Works in the Series, Copyright, Dedication

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pp. 2-7

Contents

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pp. vii-9

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Series Foreword

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pp. ix-x

Critical pedagogy has offered us a number of provocative critiques of by now traditional approaches to the teaching of second-language (L2) literacy. Yet, while many of us in the field of TESOL (teachers of English to speakers of other languages) have been intrigued by the...

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Preface

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pp. xi-xiii

As I am a former ESL student, my learning experience in writing classrooms has shaped the orientation to pedagogy and rhetoric in this book. My later professional life of shuttling between the academic communities in Sri Lanka and the United States helped me...

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Chapter 1. Understanding Critical Writing

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pp. 1-22

So what happens to writing when you attach the word critical to it? Does anything happen at all? Is this another newfangled label that promotes a novel pedagogy or method for purely commercial reasons or other ulterior motivations without substantially affecting the writing activity? Or, on the other hand, is too much...

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Chapter 2. An Overview of the Discipline

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pp. 23-45

It is important to understand the disciplinary tradition of teaching ESOL writing and examine the potential our professional knowledge may have for facilitating a critical pedagogy. In this respect, it is necessary to interrogate the dominant pedagogical assumptions...

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Chapter 3. Issues of Form

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pp. 46-84

From being the sole pedagogical activity undertaken in writing classrooms, grammar instruction has become a neglected area of writing development. Many instructors would now frankly acknowledge that they don't have any place in their classrooms for explicit instruction or discussion of such matters as syntax...

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Chapter 4. Issues of Self

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pp. 85-124

Matters of grammar, structure, and form are usually addressed in relation to the end product of writing. But practicing and teaching writing with an eye on the final product is an incomplete, if not misdirected, activity. It is important to understand the...

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Chapter 5. Issues of Content

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pp. 125-160

There are reasons why ideational content is often ignored in pedagogies of language and literacy. According to the structuralist orientation, ideas are too fuzzy, idiosyncratic, and variable for rule formulation. The more abstract rules of form are treated as the...

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Chapter 6. Issues of Community

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pp. 161-210

Writing-in fact, any act of communication- is a social activity. We are addressing others when we speak or write. Even when we write for ourselves, we don't use a private symbol system, but language that is socially constructed. This assumption motivated...

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Chapter 7. Teaching Multiliteracies

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pp. 211-235

The teaching and study of writing have usually been disconnected from broader issues of literacy. Composition and literacy have fallen into different disciplinary camps in the academy, with different circles of scholars pursuing them. The former has been...

Appendixes

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pp. 237-245

Notes

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pp. 247-252

Works Cited

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pp. 253-265

Subject Index

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pp. 267-275

Name Index

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pp. 277-279