Critical Academic Writing and Multilingual Students
Publication Year: 2013
Published by: University of Michigan Press
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Title Page, Other Works in the Series, Copyright, Dedication
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Series Foreword by Diane Belcher and Jun Liu
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...of us in the field of TESOL (teachers of English to speakers of tion and, at the same time, enable readers to better understand ner and outer circles of the English-speaking world, as well as his eloquence and remarkable accessibility as a critical writer ...
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...plain that I was writing "a different kind of essay." I pointed us had the language at that time to talk about "front-weighted" was familiar with) that I decided to register for an elective in talistic orientation to writing by this school found support in me patiently at different stages ofthis project. Needless to say, ...
Chapter 1. Understanding Critical Writing
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...tivations without substantially affecting the writing activity? the other? We in the teaching profession are rightly suspicious that are always there in writing. It develops an attitude and a writing. We gain these insights by situating the text in a rich tial domains. In doing so, the label also alerts us to the power ...
Chapter 2. An Overview of the Discipline
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...critical pedagogy. In this respect, it is necessary to interrogate fessional identity, status, and "culture" of writing teachers, I both circles. There are many reasons for this situation. Within that writing is the last of the four skills that should be devel that any ESOL professional can teach writing by virtue of their ...
Chapter 3. Issues of Form
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...priately to express critical perspectives in writing. Not to de competent. It is perhaps a reflection of these concerns that we ity students who don't have access to the dominant codes (i.e., truth to the claim that getting students to focus only on ideas "correct," I felt more confident to resist these structures and ...
Chapter 4. Issues of Self
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...nal product is an incomplete, if not misdirected, activity. It is concerns while producing the text he or she desires. Still, the chological, and affective dimensions of the writing self is very insights generated from this line of inquiry before we critique went to the extent of saying that ignoring the audience and lis ...
Chapter 5. Issues of Content
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...ing to the structuralist orientation, ideas are too fuzzy, idio syncratic, and variable for rule formulation. The more abstract rhetorical objectives of the final product. It is significant that tivity for this school, knowledge is treated as entering in a lin-ear way into writing. It proceeds from the mind to the text. Fur ...
Chapter 6. Issues of Community
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...better cohesion devices and paragraph structuring to facilitate to take these expectations into account as he or she shapes the It fails to go beyond the traditional image of the writer and the In the sections following, we will first orientate to the emerg as a semiotic system, not just a value-free structure that serves ...
Chapter 7. Teaching Multiliteracies
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...fields of rhetoric and English, while the latter has been the in terest of educationists, social scientists, and applied linguists. It is important to emphasize that writing is part of a general pat influences in complex ways the things we write. Similarly, talk sion of the text, and the things we talk about inform the texts ...
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Page Count: 296
Publication Year: 2013
Series Title: Michigan Series on Teaching Multilingual