PDF, TXT, FB2. EPUB. MOBI. The book was written on 2021. Look for a book on karta-nauczyciela.org.
Student academic writing is at the heart of teaching and learning in higher education. Students are assessed largely by what they write, and need to learn both general academic conventions as well as disciplinary writing requirements in order to be successful in higher education.
Teaching Academic Writing is a 'toolkit' designed to help higher education lecturers and tutors teach writing to their students. Containing a range of diverse teaching strategies, the book offers both practical activities to help students develop their writing abilities and guidelines to help lecturers and tutors think in more depth about the assessment tasks they set and the feedback they give to students. The authors explore a wide variety of text types, from essays and reflective diaries to research projects and laboratory reports. The book draws on recent research in the fields of academic literacy, second language learning, and linguistics. It is grounded in recent developments such as the increasing diversity of the student body, the use of the Internet, electronic tuition, and issues related to distance learning in an era of increasing globalisation.
Written by experienced teachers of writing, language, and linguistics, Teaching Academic Writing will be of interest to anyone involved in teaching academic writing in higher education.
Don't say: "The stepmother's house was cleaned by Cinderella." (Passive.) Say instead: "Cinderella cleaned the stepmother's house." (Active voice.) Passive voice construction ("was cleaned") is reserved for those occasions where the "do-er" of the action is unknown.
Teaching EAP: Literature: Teaching academic writing. By Chris Lima.
Try out our Academic Writing activities - we'll be your guide to the English language skills you need for further education.
Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammarfills an important gap in teacher professional preparation by focusing on the grammatical and lexical features that are essential for all ESL writing teachers and student-writers to know.
This study explored the feasibility of using a process-genre approach (PGA) for teaching academic writing from the perspective of EFL undergraduates. The sample consisted of 15 students enrolled in a four-year English program at the College of Education in Socotra, Yemen during the academic year 2018-2019.