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Subject Index 241 Academic writing, 43, 46, 61, 73, 96, 99, 106, 112, 141–157, 174–177, 180, 184, 198, 214–220 Assessment, 118, 132, 159–177, 186–190 diagnostic, 160, 179 genre-based, 160–168, 186, 189–192 prompt, 126, 188 reliability, 160–161, 179 scoring, 178 tasks, 186–190 validity, 161 Certificate of Spoken and Written English , 101, 172–173, 190 Choices in writing, 97 Clause structure, 198 Coherence, 26, 51, 80, 114–115, 126, 176 Cohesion, 199, 201 Communicative language teaching, 8 Comparing texts, 137–138, 146 Competencies, 163, 173 Concordancing, 133, 216–222, 224 Consciousness raising, 140, 144 Content (of text), 72–75, 174 Context, 50, 77–83, 124, 206–210 of learning, 93 of use, 30, 77–83, 93, 206–210 Corpora, 212–214, 221–222 Corpus analysis, 212–220 Course design, 87–94, 109–117 Critical literacy, 41–43 Critical pedagogy, 15–18, 37 Diary studies, 210 Disciplinary differences, 64, 138, 151–155, 197, 203 Discourse analysis, 104, 174 Drafting, 102 Editing, 102, 135 Empowerment, 11 English for Specific Purposes, 18, 25, 43–50, 59, 109, 116, 122–124, 129, 140, 174, 184, 197, 198, 222–223 Error correction, 180 Explicit teaching, 8, 10–11, 163 Families of genres, 65–66, 110–111 Feedback, 104, 159, 179–190 Frequency counts, 213–217 Generic Structure Potential, 26 Genre argument, 28–29, 32–33, 34, 66–68, 102, 127 argumentative essay, 91, 115, 161, 176, 177 article abstracts, 203 business e-mails, 106 case study, 153 description, 29, 33, 67, 175, 186 discussion, 66–67, 140, 169 engineering report, 46, 183 explanation, 29 exposition, 28–29, 34, 58 investigative project report, 152, 159, 175 legal documents, 48 narrative, 44, 57–58, 75, 91, 115, 169, 170–171, 175, 178 project proposal, 153 recount, 44, 63, 117, 135, 139, 174, 214 report, 29, 33, 50, 110 research article, 46 sales promotion letter, 105–106 teacher feedback, 62 Genre analysis, 44, 151, 195–211 Genre knowledge, 54–83 Genre practices, 206–212 Genre sets, 82 Grammar, 68, 107, 130, 135, 173 Identity, 110 Ideology, 36, 38 Independent construction of text, 123, 136–137 Intertextuality, 80, 231 Interviews, 210 Joint construction of texts, 111, 134 Lexical density, 31, 134 Membership, 37, 41 Metadiscourse, 145, 149 Modeling texts, 32, 34, 132, 187 Moves, 46–48, 105, 204 Needs analysis, 12–13, 44, 88, 94–100, 109, 118–119, 202 New Literacy, 9–10 New Rhetoric, 17, 25, 35–44 Noun groups, 199, 205 Objectives of course, 87, 94, 100–103, 114–120, 187, 191–192 Observation methods, 210–211 Parody, 69–71 Portfolios, 50, 98, 115, 159, 167, 177–179, 191, 193 Present situation analysis, 95, 98 Primary school writing, 28, 33–34, 125–128 Problem-solution pattern, 104 Process approach, 21 Prototypes, 65, 67 Purpose, 21, 27, 29, 44, 57–63, 65–69, 154, 169, 185–187 Questionnaires, 113, 209–210 Reader expectations, 41, 56, 63–64, 70–71, 149–150, 166, 175, 181, 195–199, 220 References, 153, 175, 184 Register, 27 field, 26, 74 mode, 26, 75 tenor, 26, 74 Rhetoric, 14, 20, 25, 28, 48, 91–92, 110–111, 132, 137–138, 147, 199, 204 Rights analysis, 100, 119 Scaffolding, 11, 14, 34, 50, 65, 121–125, 128, 130–137, 148, 155–157, 202 Schema, 56–57 Sequencing genres, 66, 109–113, 118 Situated learning, 16, 17, 18, 211 Sociocultural knowledge, 77, 107–108 Stages of genre, 33–34, 92, 106, 185, 198 Story plans, 168, 169, 191 Syllabus, 107, 230, 237 Systemic Functional Linguistics, 25–37, 41–44, 47, 49–50, 69, 122–124, 128, 140, 142, 166, 170, 172, 198 Systems (sets) of genres, 111–112 Target context analysis, 12, 87–88, 91, 94–98, 101–103, 108, 111, 114, 131 Tasks, 22, 52, 85, 118, 124, 157, 173–174, 189, 190, 192, 225 Teaching-learning cycle, 50, 128–139 Tenses, 204 Text-focused courses, 91 Theme, 201, 204 Theme-focused courses, 90–91, 110, 115 Units of work, 93–94, 114–117, 139, 156 Verb choices, 150, 205 Writer-reader roles, 61, 110 Writing frames, 125–128 Zone of Proximal Development, 122 242 Subject Index ...

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