ERIC Number: ED399767
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Rethinking Foreign Language Writing.
Scott, Virginia Mitchell
This book reviews pertinent theories about writing in English, English as a Second Language (ESL), and foreign languages for teachers at secondary and postsecondary levels, to provide insight into the teaching and learning processes. Five hypotheses about the nature of foreign language (FL) writing serve as points of departure for analyzing writing, developing classroom approaches, and identifying issues for further exploration: (1) writing competence is general, not language-specific; (2) the FL writing process differs from the native language writing process; (3) computer-aided writing enhances the FL writing experience; (4) correcting and evaluating FL writing are complex tasks that address the entire writing process; and (5) teaching FL writing is effective at all levels of language study, even the earliest, and should be conducted in all discourse models (narrative, descriptive, expository, argumentative). Case studies are included for illustration. The American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines are appended, and book contents are indexed. (MSE)
Descriptors: Computer Assisted Instruction, Discourse Analysis, Educational Strategies, English, English (Second Language), Evaluation Criteria, Higher Education, Language Proficiency, Linguistic Theory, Literary Genres, Second Language Instruction, Second Languages, Secondary Education, Standards, Writing (Composition), Writing Instruction, Writing Processes
Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116.
Publication Type: Reports - Evaluative; Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A